Primary Health and Values: Book D - Ages 8-9 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-0577 4.5/422

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

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ISBN 1 74126 077 9 RIC–0577

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View all pages online.

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

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

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

Other titles in this series:

Primary health and values – Book A Primary health and values – Book B

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

Primary health and values – Book C 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 ....................................................................................................................................................... vii – ix Assessment proformas ......................................................................................................................................................... x – xi

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Personal development and relationships How do you feel? ........................................... 40 – 41 Worries and secrets ...................................... 42 – 43 Joining groups ................................................ 44 – 45 I am special because .................................... 46 – 47 We are all different! ....................................... 48 – 49 Strengths and weaknesses ......................... 50 – 51 Peer pressure ................................................. 52 – 53 Bullying ............................................................. 54 – 55 Staying positive! ............................................. 56 – 57 Friendship ........................................................ 58 – 59 Families............................................................. 60 – 61 Conflict resolution – steps .......................... 62 – 63 Conflict resolution ......................................... 64 – 65 Your values ...................................................... 66 – 67 Fair play ............................................................ 68 – 69 Be healthy! ....................................................... 70 – 71 Tolerance ...........................................................72 – 73 Making decisions ........................................... 74 – 75 Managing your time ....................................... 76 – 77 A healthy environment ...................................78 – 79

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Healthy lifestyles What shapes your eating habits? ..................... 2 – 3 Healthy eating ........................................................4 – 5 Different foods, different benefits ..................... 6 – 7 Junk food ................................................................. 8 – 9 Changes ............................................................ 10 – 11 A human life cycle ........................................... 12 – 13 A healthy life ..................................................... 14 – 15 Needs and interests ........................................ 16 – 17 Advertising ........................................................ 18 – 19 Choosing a sport! ........................................... 20 – 21 Smoking ............................................................ 22 – 23 Drugs ................................................................. 24 – 25 Keeping fit is good for your health ............. 26 – 27 The environment affects our health ............ 28 – 29 Community health services .......................... 30 – 31 Who can help in an emergency? ................ 32 – 33 What would you do? ...................................... 34 – 35 Safe cycling ...................................................... 36 – 37 What makes you feel safe and unsafe? .... 38 – 39

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

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

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

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

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

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

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

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

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

Primary health and values

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Teacher information

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

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

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Student activities to reinforce and develop understanding of the concept.

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

Other activities include completing tables or reading and labelling diagrams.

Primary health and values

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

Teaching health

Creating a safe atmosphere

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Differentiating activities

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

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minimise generalisations and stereotyping, and

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promote the need to combat prejudice and discrimination.

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promote the understanding and acceptance of individual differences,

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.

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Tolerance and empathy

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

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

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

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

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Assessment indicators Below are the indicators from the activity pages of Primary health and values – Book D. 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 • Recognises the different factors that may influence personal eating habits.

Pages 20 – 21

Pages 4 – 5

• Recognises the different food groups that are required to maintain a balanced diet.

Pages 22 – 23

• Recognises the dangers associated with cigarette smoking.

Pages 24 – 25

Pages 6 – 7

• Recognises that different foods have different health benefits.

• Recognises that there are legal and illegal drugs in our society.

Pages 26 – 27

• Understands that physical activity is necessary for good health and wellbeing.

Pages 28 – 29

• Recognises environmental factors that can affect a person’s health and wellbeing.

Pages 30 – 31

• Recognises the different health and safety services that are available in the local community.

Pages 32 – 33

• Recognises the major emergency services, the situations when they are required and how to obtain access to them.

• Understands the need to balance physical, social and emotional aspects to create a healthy lifestyle.

Pages 34 – 35

• Demonstrates an understanding of unsafe or dangerous situations and can formulate action plans.

• Understands that everyone has basic needs and that these needs are added to as our interests and experiences grow and change.

Pages 36 – 37

• Identifies the importance of following safety rules and developing correct cycling skills.

Pages 38 – 39

• Recognises that different situations may make someone feel unsafe.

Pages 10 – 11

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• Understands what is meant by junk food and demonstrates an awareness of the role junk food plays in his/her diet. • Identifies changes and stages of development in his/her growth.

• Compares his/her changes and stages of development with those of peers.

Pages 12 – 13

Pages 14 – 15

Pages 16 – 17

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• Recognises the role the media play in advertising health products and services.

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Pages 8 – 9

• Considers the factors that influence people’s choices to participate in physical activity.

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Pages 2 – 3

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Personal development and relationships Pages 40 – 41

• Recognises personal feelings relating to given statements.

Pages 48 – 49

Pages 42 – 43

• Understands the importance of sharing problems and identifies those people who can be trusted.

• Gains an understanding that it is wrong to base initial judgments of people on stereotypes.

Pages 50 – 51

• Recognises the benefits of participating in groups.

• Investigates strengths and weaknesses and considers ways to improve weaknesses.

Pages 52 – 53

• Recognises that skills are needed to be a successful group member.

• Considers the positive and negative effects of peer pressure.

Pages 54 – 55

• Understands what the term ‘bullying’ means.

Pages 44 – 45

Pages 46 – 47

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• Considers the importance of selfworth.

Primary health and values

• Considers the effect of being bullied on a person’s self-esteem.

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

Assessment indicators Pages 56 – 57

• Identifies the effects of positive and negative comments.

Pages 58 –59

• Understands the importance of friendship.

Pages 60 – 61

• Understands the importance of family.

Pages 68 – 69

• Gains an understanding of the term ‘fair play’. Pages 70 – 71

• Understands the importance of a healthy, active lifestyle.

Pages 72 – 73

• Recognises and values differences in individuals.

• Understands that all families are different.

• Reads and discusses steps to resolve conflicts in a mutually acceptable way.

Pages 64 – 65

• Uses conflict resolution steps to solve a problem.

Pages 74 – 75

• Considers the importance of making informed decisions.

Pages 76 – 77

• Considers the importance of time management.

Pages 78 – 79

• Collaboratively identifies ways in which people can work to solve and reduce environmental problems.

• Understands the meaning of values.

• Identifies some of his/her own values.

Using the health and values assessment proforma (page x)

An explanation of how to use the proforma. Learning area Task(s)

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

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• Recognises and understands the need for tolerance.

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Pages 62 – 63

Pages 66 – 67

• Recognises the importance of rules.

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

Assessment

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

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Outcome(s)

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

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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.

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Primary health and values

Assessment proforma – health and values

Name

Year

Term

Learning area

Task(s)

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The student was asked to:

Outcome(s)

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Needs further opportunity

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The student:

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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

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• recognises the importance of physical activity to personal health

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

• manages his/her time effectively

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

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• 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

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

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• has a positive self-image

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

Teacher comment

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

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Primary health and values

Teachers notes

What shapes your eating habits?

Indicator • Recognises the different factors that may influence personal eating habits.

The lesson Discussion points:

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

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• Ask students who wish to volunteer to tell the class what they ate for their previous night’s dinner and breakfast that day. (Be sensitive towards students who may not wish to discuss their eating habits due to cultural or economic reasons.) Ask the students to give reasons for their food choices. • Students can work in small groups or with partners to complete Question 1. • As a class, discuss the major influences listed under each heading in Question 1. Compile a chart to show class ideas. • Teachers can tell the class their favourite meal and what influences when or why they eat it. • Allow students to complete Question 3. Ask the students to first draw four of their favourite foods. Alongside each, he/she can write the main factor that influences why they eat this particular food. For example, they might have a roast dinner each Sunday because it is a family tradition. They should draw the roast and write ‘My family’s traditional Sunday meal’. • Students can complete the open-ended sentences in Question 4 to summarise their eating habits. Answers

• family– economics, location, cooking skills, parental preferences

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• What kinds of food do you eat at dinnertime? • What foods do you eat for snacks? • Why don’t you eat steak and vegetables for breakfast or ice-cream for lunch? • Do you have any meals that are ‘special’ to your family? For example, Yorkshire pudding with your Sunday roast if your family is from the UK. • What do television advertisements usually make us want to eat? • What do you eat when you are really hungry? What to do:

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Background information

• media – appealing advertising, interest in trying something new, advertised ‘specials’

• cultural – family staple foods, family recipes, religion, special occasions • health/medical – special diets for illness/medical conditions/weight/ allergies

Additional activities

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1. – 4. Answers will vary

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

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• Research different cultures to determine what influences eating habits; e.g. weather or religion. • Survey parents and grandparents to see if they remember certain occasions or events when particular foods were eaten; e.g. on Sundays, the family sat down to a roast dinner. • Create a mural that shows favourite foods during winter/summer months.

Primary health and values

Health curriculum links Nat.

3.7, 3.8

CHL3

NSW

V2, DMS2.2, PHS2.12

Vic.

HPIP0302

Qld

PHIC3.1

2.8

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What shapes your eating habits? Brainstorm the different things which might influence what you eat. Group your ideas under the following headings. Family

Media

Cultural

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Health/Medical

Who or what has the most influence on the types of food you eat? Draw four of your favourite foods. Write why you eat each food.

Complete the following.

Myt favourite meal is © R. I . C.Publ i ca i ons •f orr evi ew pur posesonl y•

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I usually eat it only when

I would eat it more if

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If I could make my own food choices, I would mainly eat the following:

The best time of year is

because I can eat lots of

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Primary health and values

Teachers notes

Healthy eating

Indicator • Recognises the different food groups that are required to maintain a balanced diet.

The lesson Discussion points:

The Healthy Eating Guide is a model used to show how foods are grouped into different areas. It is important for students to understand that eating a balanced diet will help them to achieve an active and healthy lifestyle. This means eating 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.

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• How can we maintain a healthy, active lifestyle? • What types of foods are considered healthy? • What types of foods should we eat the least of? • How can we balance our diet? • What are the different groups that are found in the Healthy Eating Guide? • Why might people go to a health retreat? • Describe how you might feel if your diet is not well-balanced. • What types of health problems might be caused by an unbalanced diet? What to do:

Background information

• Discuss the importance of a balanced diet and how it promotes an active and healthy lifestyle. • Explain the different groups from the Healthy Eating Guide and discuss the types of foods found in each. Allow the students to colour those foods they eat the most of. Students complete Questions 1 – 4. • Ask students to specify which groups the foods they eat the most of belong to. Students can determine the food groups that they need to eat more foods from and complete Question 5. • Discuss goal setting. Emphasise the need to make goals simple, realistic and achievable. Ask each student to write a goal that will help to improve his/her eating habits. • Discuss what a day at a health retreat might be like, with emphasis on healthy food, exercise and relaxation. Allow students to work with a partner or in a group of three to create three healthy meals. Answers

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1. Teacher check 2. breads, cereals, rice, pasta and noodles 3. oils and fats 4. – 7. Answers will vary

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Additional activities

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• Create a menu for breakfast, lunch and dinner that shows an unbalanced diet. • List the differences between the menus created at ‘Rita’s’ and students’ regular diets. • Develop a recipe book of healthy meals from students’ families. Add to the class/school website or collate and allow students to borrow it and take it home.

Primary health and values

Health curriculum links Nat.

3.8

CHL3

NSW

V4, PHS2.12

Vic.

HPIP0301

Qld

PHIC3.2

2.8

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

Healthy eating Choosing the right foods to eat will help to give you an active and healthy lifestyle. It is important to make sure that you can balance the types of foods you eat. The Healthy Eating Guide shows you how much of each food you should eat.

Colour those foods from the Healthy Eating Guide you eat the most. Vegetables and legumes

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Fruit

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Bread, cereals, rice, pasta, noodles

Drink plenty of water

Milk, yoghurt and cheese

Lean meat, fish, Choose these © Rsometimes . I . C.P u b l i c a t i o n s poultry, eggs, nuts or in and legumes small amounts •f orr ev i ew pur posesonl y•

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5 I need to eat more

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The foods that I eat the most of are

Which foods should we choose in small amounts?

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Which foods should we be eating the most of?

7 Imagine you are staying at ‘Rita’s Health Retreat’ for a day. On the back of this sheet,

create a well-balanced menu for breakfast, lunch and dinner that you might find at Rita’s. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Different foods, different benefits

Indicator • Recognises that different foods have different health benefits. The lesson Discussion points:

• Breads, cereals, rice and pasta provide fibre, vitamins, minerals, carbohydrates and protein which are important for energy, growth and body repair. Rice and pasta contain less salt than cereal and breads. Eat a variety of breads, including white, wholegrain, brown, rye and pita.

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• Discuss the food table which shows the different benefits foods provide and why they are important. • Ask students to list foods that will help to achieve the benefits stated in Question 1. Students should refer to the table and write specific foods, not food groups. •` Discuss some of the different reasons why people do not eat certain foods; for example, vegetarian, diabetic or allergic reasons, or religious and medical reasons. Ask students to volunteer their experiences. Be sensitive to any students who may not be comfortable discussing their diet for personal reasons. Have students complete a list of any foods they can not eat or are not allowed to eat. • Discuss how some people simply dislike certain foods and will not eat them. Ask students to volunteer to tell the class a food they do not like and why. Have students complete a list of any foods they do not like. Answers

• Vegetables and legumes provide vitamins, minerals, fibre and carbohydrates. Buying vegetables in season is good value for money. Frozen and canned vegetables are nutritious, often cheaper, easy to prepare, easily stored and available all year round.

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Teac he r

• Students need to understand that there are different foods that provide different benefits for the body. Discuss some common foods and what benefits they have. For example, milk provides your body with calcium that will help to keep your bones strong. Ask students to suggest other foods and discuss the benefits of each. • Why is it important to eat a variety of foods? • How do people who have allergies or a medical problem, such as diabetes, make sure they have the correct nutrients in their diet? • What foods do you dislike? Why don’t you like to eat them? • Are there foods that you are not allowed to eat? What are some of the reasons why? What to do:

Background information

• Fruit is a source of vitamins, folate, fibre and carbohydrates. Natural sugars are also found in fruits, especially in edible skins. Dietary fibre can help prevent and manage diabetes, cholesterol, obesity and bowel cancer. Canned fruit without added sugar is an excellent alternative to fresh fruit.

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Additional activities

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• Research some of the foods which cause allergies, such as seafood, dairy products or peanuts. Create a fact sheet to show the symptoms and problems of eating foods that someone may be allergic to. • Design a healthy eating plan for Health curriculum links someone who is a vegetarian and may not get all his/her nutrients Nat. 3.8 from a ‘regular’ diet. WA CHL3 • Collect pictures of those foods NSW V4, PHS2.12 students are unable to eat and classify them in the different food Vic. HPIP0301 groups. Qld PHIC3.2 SA 6

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1. (a) breads, cereals, rice, pasta, milk, yoghurt, cheese (b) vegetables, legumes (c) vegetables, legumes, fruit, milk, yogurt, cheese (d) fruit (e) vegetables, legumes, milk, yoghurt, cheese (f) vegetables, legumes, fruit 2. Answers will vary

• Milk, yoghurt and cheese provide calcium, protein, riboflavin and vitamin B12. Choosing reduced-fat varieties can help to avoid too much fat. There are many alternatives to adding dairy products to diets if they are not liked or tolerated. Make milkshakes, sauces for vegetables and add milk powder to casseroles. Cheese can be added to pancakes and omelettes and yoghurts can be used in dips. • Meat, fish, poultry, eggs and nuts provide iron and zinc. Choose lean meats and avoid frying or roasting in fat. • There are seven nutrients that the body requires: vitamins, minerals, water, protein, fats, carbohydrates and dietary fibre. Nutrients regulate the body processes and provide energy for healthy bones and muscles.

2.8 Primary health and values

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

Different foods, different benefits

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List different types of foods that will help you to achieve:

(d) correct body weight.

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(e) healthy teeth.

(f) clear skin.

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(a)

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Teac he r

Everybody needs to have a well-balanced diet which is made up of a variety of foods from different food groups. Food is important to keep us healthy, give us energy and help us grow. Different foods provide our body with different benefits.

o c . (a) Kym went to herc friend’s house after (b) When Ryan went out to dinner with e h r school and was offerede ar peanut hiso parents, he found lots of things t s s r u e p butter sandwich and a glass of milk. on the menu he didn’t like. It was all Because of her allergies to peanuts and dairy products, she was unable to have either. Are there any foods you are not allowed to eat?

fancy food! He just wanted a pizza. What foods don’t you like to eat?

What are they?

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

Primary health and values

Teachers notes

Junk food

Indicator • Understands what is meant by junk food and demonstrates an awareness of the role junk food plays in his/her diet.

The lesson Discussion points:

A balanced diet is important to maintain a healthy lifestyle. Most people do not always manage to eat a perfectly healthy diet all the time. Children especially often lean towards junk food as a more interesting and easier food option. With childhood obesity on the rise, it is important that children understand the role that junk food may play in their diet and take steps to decrease the amount they consume.

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Teac he r

• What is junk food? • Why is junk food bad for you? Discuss how many junk foods are high in sugar, fat and salt. Junk food often lacks nutritional value, is ‘empty kilojoules’ and can cause sluggishness. • What are your favourite junk foods? Which fast food outlet do you like the most? • What is your favourite type of takeaway food? Would it be classed as junk food? • Does your family have a special day of the week when you are allowed takeaway food? What to do:

Background information

• Discuss different types of foods that could be classed as ‘junk food’. Ask students to write down as many as they can think of in the space provided. • Ask students to discuss when they are more likely to eat junk food. Discuss their responses. Students may reply that junk food is generally eaten on weekends, while watching TV, straight after school, as an occasional treat, at parties etc. • Students draw hands on the a.m. and p.m. clocks to show the times they are most likely to eat junk food. The first set represents a regular school day and the second set represents a weekend. • Discuss how some fast food outlets are now adding healthier alternatives to their menus. Ask each student to select three of his/her favourite fast food or junk food snacks/meals and create a healthy alternative for each. • Allow students to work with a partner to discuss the statement presented in Question 4. Encourage healthy debate. Ask each student to write two sentences to express both viewpoints. Answers

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Additional activities

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• Conduct a survey to find the students’ favourite fast food outlets. • Look at the school canteen/tuckshop menu and decide which foods may be classed as junk foods. Suggest alternatives and design a new menu that may appeal to the students in your school.

Health curriculum links

Primary health and values

Nat.

3.7, 3.8

CHL3, SMS3

NSW

V4, DMS2.2, PHS2.12

Vic.

HPIP0301

Qld

PHIC3.2, PHIC D3.6

2.8

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

Junk food Make a list of foods you would call ‘junk food’.

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Teac he r

What times during the day are you more likely to eat junk food? Shade the weekday clock(s) and the weekend clock(s) to show the times when you are more likely to eat junk food.

List three of your favourite fast foods. Write down a healthy alternative for each.

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Healthy alternative © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

Junk food

‘All junk food should be banned from the diets of children under 12’.

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Discuss this statement with a partner.

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(a) Write two sentences to show how you (b) Write two sentences to show how you might agree with this statement. might disagree with this statement.

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

Primary health and values

Teachers notes

Changes

Indicators • Identifies changes and stages of development in his/her growth. • Compares his/her changes and stages of development with those of peers.

The lesson Discussion points: • How do you feel when your life changes? • What changes have affected you the most? • How do people deal with change? • What physical changes have you experienced since starting school? What to do:

All animals, including people, grow and change as they become older. The growth stages of humans— birth – child – teenager – adult – senior—are all important events in our development.

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Throughout our lives, we face physical, social and emotional changes. Some of these are major changes that can affect our lives immensely. Whether major or minor, changes can affect different people in a positive or negative way. Recognising and coping with different changes involves important skills that need honest discussion.

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• Place five sheets of chart paper around the room with the following headings: ‘Baby’, ‘Two-year-old’, ‘Four-year-old’, ‘Six-year-old’, ‘Eight-yearold’. Divide the students into groups and ask each group to elect a scribe. Allow the students a nominated amount of time to write as many different things that a child in that age group can achieve. Try to promote changes that are physical, social and emotional by giving examples to the students. For example, a baby will sleep and eat a lot; a two-year-old can walk, is starting to talk and may enjoy playing with other children; and an eightyear-old may be sad after moving to a different school and leaving friends behind. • After the allotted time, have the groups move around and add more ideas to each sheet. Continue the process until ideas have been exhausted. Ask one of the students from each group to read out the points made and discuss as a class. Use these charts to aid the students in creating their own personal time lines. • Ask students to work with a partner to compare some of the changes. For example, number of siblings, type of schooling, parental beliefs, culture and religion, personal interests, moving house/school, medical conditions. • The teacher can relate an experience that changed his/her life in some way. Ask students who wish to volunteer to tell the class about experiences that changed their lives in some way. (One example may be having a new baby brother or sister in the family.) Discuss positive and negative changes. Answers

Teac he r

Background information

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1. – 3. Answers will vary

Additional activities

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• Create a class mural which represents changes students have experienced. • Describe the biggest change you have faced. What happened to you? How did you feel? Was it a change for the better? • Ask students to bring in photographs of themselves which can be displayed to show changes over the years.

Primary health and values

Health curriculum links Nat.

3.1

N/A

NSW

V1, GDS2.9

Vic.

HPSR0301

Qld

EPD2.3, EPD3.3

2.4

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

Changes

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

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Teac he r

Record a time line to show some of the changes you have experienced since you were a baby.

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Compare your time line with a partner’s.

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o c . che (b) Did you record changes that your partner didn’t? e r o t r s sline.p er Choose two changes from your timeu Write a sentence describing why each (a) Did you both record the same changes at the same ages?

happened. (a)

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

(b)

Primary health and values

Teachers notes

A human life cycle

Indicator • Understands the human life cycle and the changes that can occur at different stages.

The lesson Discussion points: • What is a life cycle? • Do we all change at the same time? • What types of changes do we go through at different stages? • What other things go through a cycle? What to do:

Background information A cycle is something that is made up of events that repeat themselves. Cyclic patterns occur in nature. The most obvious of these are the life cycles of different animals, including humans.

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Other cycles involve weather, climate, the passing of time (days, weeks, months, years), water etc.

Teac he r

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• Use pictures and charts to show a variety of animals at different stages of their life cycles. Discuss the differences between each stage. • Introduce the fact that humans also have a life cycle. Discuss the different stages of life that a human goes through. Ask students to complete Question 1 by drawing and labelling the remaining stages of a human life cycle. • Discuss the different changes that humans will go through at different stages of their life. If possible, talk about people the students know so they will have a point of reference to start generating thoughts. Ask students to complete the table to show physical changes that may occur at different ages. Allow students to work with a partner or in a small group. Answers

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Additional activities

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1.The human life cycle should be: baby – child – teenager – adult – senior 2.Physical changes that may occur at different stages: baby: more hair, first teeth, grows taller, puts on weight, crawls/walks, eats different foods child: loses first teeth, grows taller, develops more muscle/fat teenager: grows taller, voice may change, reproductive organs are developed, second teeth, grows more body hair adult: loses some muscle tone, hair loss, possible weight gain senior: grey/loss of hair, possible weight gain/loss, loses muscle tone, stoops, bones may break, may lose teeth, hearing/eyesight loss

o c . che e r o t r s super

• Research life cycles of other animals and create a poster to illustrate findings. • Invite family members to talk to the class about their lives and changes that have occurred. • Create a class time line using magazine pictures and/or photographs of the various stages of the human life cycle.

Primary health and values

Health curriculum links Nat.

3.1

N/A

NSW

V1, GDS2.9

Vic.

HPSR0301

Qld

EPD2.3, EPD3.3

2.4

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

A human life cycle

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

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Teac he r

Complete the human life cycle by drawing a picture and writing a label for each stage.

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What physical changes can happen at each stage of a human’s life? Write your ideas in the table below.

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Stage

baby child

o c . che e r o t r s super Physical changes

teenager adult senior R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

A healthy life

Indicator • Understands the need to balance physical, social and emotional aspects to create a healthy lifestyle.

The lesson Discussion points:

To be the best person you can be, you need to have a healthy body and a healthy mind. There are many aspects to creating a healthy, balanced lifestyle. These fall into two categories:

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• What are the benefits of a healthy lifestyle? • What areas of our lives do we need to focus on to maintain a balanced and healthy lifestyle? • Why is it important to keep our minds healthy? • What things make you feel happy and healthy? What to do:

•

physical – a healthy diet, rest and relaxation, exercise

•

emotional/social – a positive self-esteem, understanding, coping and sharing different feelings, dealing with pressure and stress, creating good relationships, tolerating others, understanding differences, maintaining friendships

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Teac he r

Background information

• Ask students to work in small groups to complete Question 1. • Discuss the main areas (physical, emotional/social) that highlight a balanced lifestyle. As an example, ask students to volunteer to categorise some of their points into a class list. Allow students time to complete Question 2 by using different colours to circle each item to show the category it belongs to. • After the students have categorised their ideas, ask them to examine the groupings they have made and decide which things they do to maintain a healthy lifestyle. • Discuss goal setting. Emphasise the need to make goals simple, realistic and achievable. Ask each student to write two goals that will help them to achieve a healthier lifestyle. • Discuss how some newspapers and magazines often have an advice column that people can write in to, to share their problems and concerns. Provide an example if possible. Ask students to work on their own to provide a solution for the problem given in Question 5. Answers

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1. – 4. Answers will vary 5. A possible solution to the problem posed in Question 5 is: Be sure to eat a healthy breakfast each morning before school and have a healthy snack at recess. Are you getting enough sleep each weeknight? Can you see the board clearly? You may need to have your eyes checked and move closer to the front of the class. If you are still having trouble concentrating, ask the teacher to repeat instructions or give you extra help on particular activities.

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Additional activities

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• Create an opportunity for students to write about any problems they may face. They could write their ‘worries’ on cards and submit to a covered box. The teacher can write replies or allocate different students each week to give their opinions. If the students are offering opinions, then it is wise to check their responses first. • Draw and describe four things (people, places, activities) that make you feel happy and healthy.

Primary health and values

Health curriculum links Nat.

3.9

CHL3, SM3

NSW

V4, PHS2.12, ALS2.6, PSS2.5, DMS2.2

Vic.

HPIP0301

Qld

EPD3.3, PHIC3.1

2.2

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

A healthy life In your group, brainstorm all the ways you can maintain a healthy, balanced lifestyle. Use two colours to circle those things that could be grouped as physical and those grouped as emotional/social.

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

Write two goals that will make your life healthier.

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Teac he r

Write three things you do to stay healthy.

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5 What advice could you

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give to this student to help solve his problem?

Dear Brad

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o c . che e r o t r s super My advice to you is

before l tired e e f n an’t I ofte and I c e m i t h e on lunc entrat c n o c is always acher e t e h ? t what an I do c t a h .W saying Brad

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

Primary health and values

Teachers notes

Needs and interests

Indicator • Understands that everyone has basic needs and that these needs are added to as our interests and experiences grow and change.

The lesson Discussion points: • What do people need to survive? • Discuss the differences between needs and wants. • Do different people around the world have the same basic needs? What to do:

Background information Everyone has basic needs essential to survival. These basic needs can be categorised into three groups: food, shelter and clothing. As we grow and develop our experiences, basic needs are built on to provide those things that cater for new interests.

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

Teac he r

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• Conduct a class discussion to identify the basic needs of people. Help students to understand the concept of basic needs, like food, shelter and clothing. Chart some suggestions from students who may wish to volunteer ideas. Can we group these? Lead into the three basic needs of food, shelter and clothing. • As people grow and change, their interests dictate the need for other requirements to satisfy them. Ask students to make a list of the things that babies need to survive. Discuss how babies are too young to have developed other interests and so their requirements are basic. They need food, sleep, shelter and clothing. Discuss the concept of requiring love and affection to survive. Students complete Question 2. • Ask students to list three of the things that they are interested in. Discuss some of the things that are needed to satisfy these interests. For example, an interest might be soccer and the things needed may be soccer boots, shirt, socks, leg guards, ball to practise. • Discuss how different children around the world may have different needs. Talk about how children in less developed countries may only have their very basic needs satisfied. Are Melissa’s needs only basic needs? Does she need everything she mentions to survive? Would Addas need a Playstation™? Discuss how the lives of Melissa and Addas are so different. Students complete Question 4 on the worksheet. Answers

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Teacher check

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Additional activities

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• Discuss the importance of love and affection in people’s lives. Students could work in small groups to discuss the differences between those people who experience lots of love, affection and positive attention and those who may not. • Research the lives of different children around the world to see what their needs are. Discuss the work of charities in the third world countries and how the money raised (e.g. through sponsorships) is used to help children and their families. • Use magazines and newspapers to create a mural that shows the basic needs of people.

Primary health and values

Health curriculum links

Nat.

3.9

CHL3, SM3

NSW

V4, PHS2.12, ALS2.6, PSS2.5, DMS2.2

Vic.

HPIP0301

Qld

EPD3.3, PHIC3.1

2.2

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

Needs and interests (a) Write things that you think you need to survive. (b) Highlight those that fit into the three main groups of our basic needs.

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

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Teac he r

Imagine you are a small baby. List the things you need to survive.

Write three different interests you have. Describe the things you need for each. Interests

Needs

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Write the needs each child might have.

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Addas’s needs

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

Melissa’s needs

Primary health and values

Teachers notes

Advertising

Indicator • Recognises the role the media play in advertising health products and services.

The lesson Discussion points:

Advertising in the media— television, radio, magazines, newspapers and the Internet— can often have a huge impact on the decisions we make about what to spend our money on. Advertisers use different approaches and images to entice people to buy their products and use their services. The media can present information, products and services that may be relevant to our lifestyles. Many health products and services are widely advertised through the media.

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

• Discuss how many advertisements may contain few facts. They often contain part truths and lines that are designed to make the buyer believe the product is better than it really is. Talk about the advertisement for a new toothpaste and ensure students understand the lines written. Ask them to decide which are purely facts and which are ‘possibly true’. • Talk about how advertising can affect a person’s decision to buy a product or use a service. For example, some jingles and slogans may stick in your mind and that may affect what happens when you go shopping and notice the product or a lower advertised price might influence you to buy something. Ask students to volunteer ideas which might affect a person’s decision. Students can write the main points for Question 2. • Ask students to think about their favourite advertisements and why they like them. Discuss them as a class or in small groups and come up with a list of reasons why they might be favourites. What are the things that can catch your eye in an advertisement? Do most students prefer advertisements from one particular area of the media? Students can complete Questions 3 and 4 to show their opinions and responses. • Ask students to design an advertisement for a health product or service. The product can be an established one or a variation of one, or one that is completely new. Remind them about what makes an advertisement appealing. Answers

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Teac he r

• What is the purpose of advertisements? • List all the places you would find advertisements. • What advertisements do you really like? Why? • Which advertisements annoy you? Why? • Do all advertisements tell the truth? • What are some of the things that catch your eye in an advertisement? What to do:

Background information

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o c . che e r o t r s super

There are very few true facts in this advertisement. The line, ‘contains fluoride’ could be true and the toothpaste may have a strawberry flavour. 2. – 3. Answers will vary 4. – 5. Teacher check

Health curriculum links

Additional activities • Use newspapers and magazines to find advertisements for health products and services. Decide what the actual facts are for each product or service. • Survey students to see what their favourite advertisements are. • Make a tally of the number of health-related advertisements found in a newspaper or magazine.

Primary health and values

Nat.

3.10

CHL3

NSW

V4, IRS2.11, PHS2.12

Vic.

HPIP0302

Qld

PHIC3.4, PHICD3.6

2.6

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

Advertising

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

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Teac he r

Read the advertisement. Decide if the statements are definite facts or if they only might be true.

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Why do you think advertising has such an influence on what we buy?

. te o (a) What is your favourite advertisement (b) Why do you like c it? . che for a health product? e r o t r s super What makes an advertisement catch your eye?

5 On the back of this sheet, design your own advertisement for a health product or service. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Choosing a sport!

Indicator • Considers the factors that influence people’s choices to participate in physical activity. The lesson Discussion points: Why do we do physical activity? How does it benefit us? What are the positives and negatives about participating in physical activity? Do you play the same sport as someone in your family? Did you watch any sport on the weekend? Did you watch it live or on television? • What do you think are the most popular sports? Why? • Who is your favourite sportsperson or team? How did you first find out about him/her/it? Materials needed/Preparation:

Many factors can influence a person’s choice of physical activity, such as family history, personal health and advertising. Sports which have access to large amounts of funding and sponsorship are able to promote the sport, sportspersons or teams, using media such as radio, television, newspapers and magazines. As more people are exposed to the sport, some may become supporters or join local teams themselves, increasing the sport’s popularity.

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

Prior to this lesson, collect (or ask students to bring in) newspapers, magazines and, if possible, pamphlets and brochures promoting physical exercise. For example, there may be pamphlets asking people to join their local fitness centre or sporting club. What to do:

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Teac he r

• • • •

Background information

• Begin the lesson by asking students which physical activities they participate in outside of school. (Be sensitive to students who may not be involved in any physical activity outside of school.) Ask them how they became involved in them. Students can work in pairs to complete Question 1 of the worksheet. • Ask students to discuss in small groups what it is they like and dislike about the physical activities they participate in. (Some students may choose activities they play during physical education lessons at school. ) Ask groups to report back to the class. Discuss why we choose to participate in activities if we have some negative feelings about them. Do the benefits of doing a physical activity or sport outweigh the negatives? For example, a student may play a sport and hate the feeling of losing, but enjoy spending time with his/her team-mates and actually playing the game. You may also mention that some people do physical activity to maintain weight such as walking on the treadmill at the gym, but perhaps don’t enjoy the activity they do. What could they do to make the activity more enjoyable? • Students complete Question 2 of the worksheet independently. • Before completing Question 3, ask the class who their favourite sportsperson or team is and why. How do the students know about them? Students can work in groups and look through newspapers and magazines to find promotional materials for a physical activity. They write a sentence describing their discoveries. Complete the lesson by having individual students discuss their findings with the class. Answers

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Additional activities

Health curriculum links

• Students choose one sportsperson or team and record how often he/she/ it appears in the media over one week. • Ask students to discuss with members of their families why they chose the physical activities they participate in today. Students report back to the class. • If students find more advertisements than will fit on the back of their sheet, make a collage with those that are left and display them. Use the heading ‘What influences your choice of sport?’

Primary health and values

Nat.

3.5, 3.6

SMS3

NSW

V5, ALS2.6

Vic.

HPMP0302

Qld

DCSPA3.4

2.2

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

Choosing a sport! People begin physical activity for many different reasons.

You might play netball because your mum and older sister already play. Perhaps you swim regularly because an indoor swimming centre is within walking distance of your house. Or you might have started playing soccer because your favourite overseas team has just won the championships!

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

Physical activity

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Teac he r

Why do you take part in the physical activities you do? Where?

Why?

Choose one of the physical activities you have written about. How do you feel about participating in it?

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Things I like about it

•

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Sport:

Things I don’t like about it

•

o c . che e r o t r s super •

Companies spend lots of money promoting and advertising sport and exercise. Look in newspapers and magazines for advertisements which promote physical activity. Cut some out and glue them on the back of this sheet. Write a sentence describing your findings.

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

Primary health and values

Teachers notes

Smoking

Indicator • Recognises the dangers associated with cigarette smoking.

The lesson Discussion points:

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.

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

• Ask students to work in small groups or with a partner to list all of the smoking-related words they can think of. Create a class chart with words that the students volunteer. • Allow students to think about the statements given and decide whether they agree or disagree with each. • Ask students to volunteer ideas that may explain why people start smoking. Chart responses and discuss as they are given. Students can choose the two main reasons they think people start smoking and write them in Question 3. • Discuss peer pressure and how it can be difficult to say no to a friend. Ask students for suggestions about how they can say no if someone offers them a cigarette. Allow students to work with a partner or in a small group to role-play a situation where they have to refuse a cigarette that someone has offered them. Have students re-enact their scenarios in front of the class. Students can choose two suggestions to write for Question 4. • Explain to the students how different parts of the body can be affected by smoking cigarettes. Ask them to colour the parts of the body that can be affected by smoking. Students write in point form how the body part is affected. Some words will need to be written on the board to help with spelling. Answers

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

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Teac he r

• Why do people smoke? • Why is it so hard for people to quit? • Why does the government spend money on trying to get people to quit smoking? • What parts of the body are affected by smoking cigarettes? • What is peer pressure? • How can you say no if you don’t want to try smoking cigarettes? • When does cigarette smoke bother you? • How does it make you feel when someone is smoking near you? What to do:

Background information

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

• skin – dryness, wrinkles

Teacher check Answers will vary Answers will vary Answers will vary See Background information

• hair – dryness, smell

m . u

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1. 2. 3. 4. 5.

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

o c . che e r o t r s super

Health curriculum links

Additional activities

Nat.

3.5, 3.6

• Create an acrostic poem that shows the dangers of smoking. • Design a poster that encourages children not to take up smoking. • Create a ‘No smoking’ zone by displaying students’ posters.

SMS3

NSW

V5, ALS2.6

Vic.

HPMP0302

Qld

DCSPA3.4

2.2

Primary health and values

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

Smoking Tick the sentences you agree with. (a) Smoking damages your health. (b) Cigarettes contain lots of poisons. (c) Many movie stars smoke cigarettes. (d) It’s hard to quit smoking once you start. (e) You can be more popular if you smoke. (f) Most Australian adults are smokers.

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

Give two reasons why you think people may take up smoking.

ew i ev Pr

Teac he r

List all the words you can think of that have to do with smoking.

Write two suggestions for how you can say no to someone who offers you a cigarette.

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affected by smoking cigarettes. Colour each part on the body diagram.

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5 Write how each part of the body is

o c . che e r o t r s super

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

Primary health and values

Teachers notes

Drugs

Indicator • Recognises that there are legal and illegal drugs in our society. The lesson Discussion points: • What are drugs? • What drugs are available in our community? • Why do people use drugs? • Why are some drugs illegal? • How do some drugs affect your behaviour? • What types of legal drugs have you used? What to do:

Background information In our society there are many different drugs which people may use for a variety of reasons. Some of these drugs are legally available, while others are illegal. Many drugs can lead to addiction, causing health and social problems within a community.

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

Teac he r

ew i ev Pr

• Discuss with the students what drugs are. Ask students to contribute to a list of different drugs. Discuss which are legal drugs and which are illegal. Why are some of these drugs legal for adults, while others are not? Have students sort the drugs presented in Question 1 into the two categories. • Ask students to think about how some drugs are legal for adults, like alcohol and cigarettes, yet they can cause enormous health and social problems to individuals and communities. Circle or highlight any of the drugs which the students think should be made illegal. • Role-play scenarios where students may be offered an illegal drug. Allow students to work in pairs or small groups to develop their own responses. Have some (or all) groups present to the class. Students can decide on an appropriate response they are comfortable with to say no to an offer of drugs. Students complete Question 3. • Discuss the wide range of legal drugs that we may use often, such as headache pills, asthma sprays and medicines. Ask students to draw and label any of these drugs they may have used. What were the situations when they used these drugs? • Talk with students about labels on medicines and warnings on cigarette packets. Why are they dangerous if used incorrectly? Discuss the dangers of different drugs, relative to the students’ experiences. (In some situations, glue, paint and petrol sniffing may be a problem that affects students. Discuss any of these drug-related issues with sensitivity and an appreciation of the situation.) Review correct formats for writing a formal letter. Ask students to put their thoughts about the drug issues discussed into a letter to the editor of a local paper. Answers

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o c . che e r o t r s super

1. Legal drugs: alcohol, cigarettes, paracetamol, cough medicine, cigars, asthma spray. Illegal drugs: heroin, marijuana, ecstasy, cocaine 2. Answers will vary 3. Answers will vary 4. Teacher check 5. See Background information. Teacher check

Health curriculum links Nat.

3.5, 3.6

SMS3

NSW

V5, ALS2.6

Vic.

HPMP0302

Qld

DCSPA3.4

2.2

Additional activities • Design a poster that encourages young people not to become involved in drugs. • Draw a cartoon strip that highlights a drug-related issue. • Use the students’ posters to create a class or school display.

Primary health and values

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

Drugs Group the words below to show if they are legal or illegal drugs. cigarettes

heroin

marijuana

paracetamol

ecstasy

cough medicine

cigars

asthma spray

cocaine

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

Circle any of the legal drugs you think should be made illegal. Suggest what you could say if someone offered you a drug you didn’t want.

ew i ev Pr

Teac he r

alcohol

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m . u

Draw and label any legal drugs you may have used. (For example, a headache pill.)

o c . che e r o t r s super

5 On the back of this sheet, write a short letter to the editor of a newspaper to explain why

you think drugs may be dangerous. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Keeping fit is good for your health

Indicator • Understands that physical activity is necessary for good health and wellbeing. The lesson Discussion points:

• 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 team work skills, discipline, commitment, improved self-esteem and confidence.

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

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

ew i ev Pr

Teac he r

• Why is keeping fit good for your health? • What do you do to keep fit? • How does physical activity help your body? • How do you feel when you exercise? • Who is your favourite sportsperson? • Why do you admire him/her? • How can more people be encouraged to participate in physical activity? • What are the dangers of not exercising enough? What to do: • As a class, or in small groups, brainstorm all the different types of physical activity the students are involved in. Include organised sport, classes at school, lunchtime games, after school lessons/classes and leisure activities. Ask the students to draw things that represent four different physical activities they are involved in. Their pictures may show them playing a sport, a uniform, equipment, the place they play or a favourite sportsperson involved in their sport. Students can label their illustrations. • Discuss the benefits of being involved in physical activity. Ask students to volunteer their ideas and experiences. Students should understand that physical activity has many benefits for a healthy and well-balanced lifestyle. Students should be able to give three reasons to explain the benefits of exercise. • Take the students on a short, fast run outdoors. Ask them beforehand to think about the different things that may be happening to their body as they exercise. On returning to the classroom, students should be able to list some of the different effects exercise may have on their body. • Ask students to nominate their favourite sportsperson and discuss reasons why they admire that person so much. What are the characteristics of successful sports people? Why are they good role models? Students can complete Question 4. • Talk about how advertisements in magazines are creative and designed to catch the reader’s eye. Show some examples of effective advertisements. Ask the students to design an advertisement that shows the benefits of playing their favourite sport. Encourage them to include information on how the sport can contribute to a healthy lifestyle. Answers Answers will vary. See Background information for some possible answers.

Background information

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o c . che e r o t r s super

Health curriculum links

Additional activities • Write a profile on a favourite sportsperson. • Write a letter to a respected sportsperson showing why he/she is admired. • Choose a favourite sport. Create a network chart to show equipment used, skills needed, surface/ground/court/place played on or at, number of team members (or individuals), health benefits, awards, high profile sports people/ teams. • Use the magazine advertisements designed to create a class or school display that shows the benefits of participating in physical activity.

Primary health and values

Nat.

3.5

CHL3, SMS3

NSW

V4, V5, DMS2.2, ALS2.6, PHS2.12

Vic.

HPIP0301, HPMP0302

Qld

DCSPA3.3

2.2

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

Keeping fit is good for your health Draw things that represent the different physical activities you are involved in.

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

ew i ev Pr

Teac he r

Give three reasons to explain why being involved in physical activity is good for you.

Describe what happens to your body when you are involved in physical exercise.

w ww

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m . u

(a) Who is your favourite sportsperson?

o c . (b) Why do you admire him/her? che e r o r st super

5 On the back of this sheet, design a

magazine advertisement that shows the benefits of your favourite sport. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

The environment affects our health

Indicator • Recognises environmental factors that can affect a person’s health and wellbeing.

The lesson Discussion points:

There are a number of environmental factors that can affect a person’s health and wellbeing. Many people suffer from hay fever and related allergies because of the amount of pollen in the air. Car exhaust and factory smoke can influence the quality of air and affect those who may suffer respiratory problems such as asthma.

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

ew i ev Pr

Teac he r

• What is the environment? • How does the local environment affect your health? • Does anyone suffer from hayfever or similar allergies? • What is pollen? • What environmental issues are important to your local area? • Discuss the following terms: ‘haze’, ‘smog’, ‘air quality’, ‘pollution’. What to do:

Background information

• Ask students to identify those things in the environment that may affect their health. Discuss how each situation can affect their health. How can these situations be avoided? Students can write a brief caption to describe each problem. • Discuss other environmental factors that may affect a person’s health. Discuss relevant issues in the local environment. Ask students to illustrate one situation and complete Question 2. • Discuss the differences between the quality of air in large cities and small country towns. Why is there generally more pollution in a large city? Would the quality of air be better in a small country coastal town? Answers

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m . u

1.(a) People can suffer from hayfever due to the pollen in the air. (b) Air quality can be affected by car exhaust. This can cause breathing difficulties, especially for those suffering from asthma and related conditions. (c) Cigarette smoke can cause breathing problems. (d) Air quality can be affected by factory smoke.

Additional activities

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o c . che e r o t r s super

• Write a poem to show how the environment can affect your health. • Use the Internet or newspapers to record the air quality and pollen count for your local area. Results can be graphed or presented in table form. The Commonwealth Bureau of Meteorology shows air quality graphs.

Health curriculum links

Primary health and values

Nat.

3.9, 3.11

CHL3

NSW

COS2.2, PSS2.5, ALS2.6, SLS2.13

Vic.

HPIP0301, HPMP0302

Qld

PHIC3.1, PHIC3.5, PHIC03.6

2.6

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

The environment affects our health Identify those things in the environment that might affect your health.

(a) Draw a picture to show another way the environment can affect your health.

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(b) Write a description of the problem.

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(c)

(b)

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Teac he r

(a)

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

o c . che e r o t r s super

Give reasons to explain why there might be worse air pollution in large cities than in country towns.

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

Primary health and values

Teacher notes

Community health services

Indicator • Recognises the different health and safety services that are available in the local community.

The lesson Discussion points:

The availability of different community services can have an effect on the health of people. While most communities have a range of health services, many are isolated and do not always receive adequate services. Service providers help to keep the community and its people healthy.

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

ew i ev Pr

Teac he r

• What types of people do we need to keep our community healthy and safe? • What services are available in our local community? • What type of health worker would you like to be? • What issues are important to the local community? • Where are different facilities located in the local community? • What services does our local community require? What to do:

Background information

• Work as a class, or allow the students to work in small groups, to discuss all the places and people that keep the community healthy. Allow students to write their ideas for Question 1. Discuss people who keep our bodies healthy as well as the environment. • Ask students to choose a type of health worker in their community they admire. Complete the sentences to provide a description and then draw a picture of the worker. • Discuss some of the health-related issues important to your local community. What do the students perceive to be the most important issues? Discuss some ways they can help to promote health and safety issues. Answers

Answers will vary

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Additional activities

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• Create a poster to support the suggestion for promoting a health and safety issue in the community. • Write a letter to a health worker you respect, explaining what you admire about him/her and what you appreciate about the work he/she does. • Ask community health workers to visit the class to speak about their roles. • On a map of the local community, mark the health services that are provided.

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Health curriculum links

Primary health and values

Nat.

3.9

CHL3

NSW

V4, PHS2.12

Vic.

HPIP0302

Qld

PHIC2.4, PHIC3.4

2.6

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

Community health services Make a list of all the places and people in your community that/who help to keep you healthy.

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

ew i ev Pr

Teac he r

If you could choose, what type of health worker would you be? Draw a picture and complete the sentences.

I am a I work at My job is

wear © R. I . C.PIu bl i cat i ons •f orr evi ew pur posesonl y•

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I use

The best part of my job is

o c . che e r o t r s super The hardest part of my job is

Suggest a way that a health and safety issue could be promoted in your community.

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

Primary health and values

Teachers notes

Who can help in an emergency?

Indicator • Recognises the major emergency services, the situations when they are required and how to obtain access to them. The lesson Discussion points: Who would you call in an emergency? What telephone number would you use? What are the main emergency service providers? Who else in the community might provide services in an emergency? (Discuss volunteer State Emergency Service workers, for example.) • How can we support our emergency services? • Has anyone ever had to use an emergency service or know someone that has? What to do: • Discuss the different emergency services located in the local community. Teacher could relate an emergency (real or not) and ask students to decide which service they would need to call first. Talk about the different roles of emergency service workers. Make a list on the board or a chart to show the different roles of each. Ask students to decide which services they would use in the given scenarios. • Ensure students are aware of the telephone number—000—that is to be used for life-threatening emergencies only. Give examples of situations which are not life-threatening and therefore do not require the use of the 000 line. Have students locate a local number for the police service. Ask them to write examples of situations when each number might be used most appropriately. • Discuss the different roles of emergency service workers. Arrange a talk or visit if possible. Present ‘Who Am I?’ quizzes to the students and ask them to decide which service you are describing. Ask students to choose one emergency service and write their own ‘Who Am I?’ quizzes. • Talk about different ways the community can support emergency service workers. Students can work in small groups to discuss some ideas. Show students some examples of stickers and explain that they usually have a short, to-the-point message that is eye-catching. An interesting border or small picture may be included. • Discuss any personal situations where students have had to use an emergency service or know someone who has. What happened? Imagine how you would feel if you needed one of these services. Students write a letter that expresses their thanks to an emergency worker. Answers 1. (a) ambulance service (b) police service (c) ambulance, police or fire service (d) fire service 2. The correct number for emergencies only is 000. 3. – 6. Teacher check

The police, ambulance and fire brigade are the three major organisations that provide emergency services to our communities. These services can usually be contacted by telephoning 000. There are often separate numbers for these services to use when situations are not life-threatening. Students need to understand the difference between emergencies that are life-threatening and those that are not.

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

ew i ev Pr

Teac he r

• • • •

Background information

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o c . che e r o t r s super

Additional activities • Use the telephone book to find the location and numbers of the nearest hospital, fire station, police station and other emergency services located in the local community. • Use the Internet to locate information on the Royal Flying Doctor Service. • Design a brochure that explains the local emergency services and the work they do in the local community. • Research the qualifications necessary to become an emergency services worker. 32

m . u

Primary health and values

Health curriculum links Nat.

3.12

CHL3

NSW

V4, SLS2.13

Vic.

HPIP0301

Qld

PHIC3.3

2.7

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

Who can help in an emergency? Which emergency services should be used? (b) The neighbours have been away on holiday. You notice two strangers walking around their yard and then hear a window smash.

(d) While someone is cooking dinner, the hot oil in the pan catches fire. The flames start to spread and the kitchen curtains catch alight.

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(b) Give an example of when you might use this number.

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m . u

(a)

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

ew i ev Pr

Teac he r

(a) While out playing on the weekend, a friend has an asthma attack. His spray doesn’t seem to be working very well and he is having trouble breathing.

(b) Give an example of when you might use this number.

o c . che e r o t r s super

Write a ‘Who Am I?’ to describe the role of an emergency services worker.

Design a sticker that shows support for one of our emergency services.

I am a 6

On a separate sheet of paper, write a thankyou letter to an emergency services worker. Imagine he/she has helped you in an emergency.

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

Primary health and values

Teachers notes

What would you do?

Indicator • Demonstrates an understanding of unsafe or dangerous situations and can formulate action plans.

The lesson Discussion points:

Students need to appreciate that there may be situations they are presented with which make them feel unsafe. How they deal with these situations could be imperative to their wellbeing and safety. It is important for students to be able to develop an action plan and to feel confident to put it in place.

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

ew i ev Pr

Teac he r

• Are there any situations you have been in when you have felt unsafe or unsure of what to do? • Who have you relied on for help? • What would you do in an unsafe situation? • If there was a fire at your house, would you know how to get out safely and quickly? • What are the evacuation procedures for our class and school? What to do:

Background information

• Use different newspaper or magazine articles to start a discussion on how people have dealt with difficult situations where they feel unsafe. Use appropriate examples to illustrate how people often have to make decisions quickly and sensibly to ensure their safety. Ask students to devise four-point plans to deal with the situations described. Give an example of a plan where the steps are simple and easy to remember. • Allow students to describe situations where they felt unsafe or were in danger. Ask them to write about what happened and what action they took. Some students may wish to discuss the situations they were involved in. Ensure students can write freely and not feel any pressure to share written information. Some students may be sensitive to particular issues and not feel comfortable with discussing them in front of the class. • Explain to students that the majority of places have evacuation procedures in place in the event of an emergency. Discuss the school evacuation plan and ensure students know the procedure. Ask students if they have an evacuation procedure in place at their home, in case of fire or other emergencies. Ask them to draw a simple plan of their house and mark the best escape route from their bedroom. Answers

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m . u

1. – 3. Teacher check

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Additional activities

o c . che e r o t r s super

• What evacuation plan does your class have in case of an emergency? Discuss different scenarios and ensure students know what the correct procedures are. Draw a plan of the school showing the set evacuation procedure. • Role-play different situations where students may feel unsafe. Work in small groups and allow students to present to the class.

Primary health and values

Health curriculum links

Nat.

3.12

CHL3

NSW

V4, PSS2.5, IRS2.11, SLS2.13

Vic.

HPIP0301

Qld

PHIC3.3

2.7

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

What would you do? There may be times when you find yourself in a situation which is unsafe or even dangerous. Would you know what to do?

Write a four-point action plan for each of the following situations.

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

A stranger approaches you on the way home from school.

Someone you don’t know knocks on your door when you are home alone.

1. 2.

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Teac he r

2. 3.

In the playground, some older children are teasing and bullying your friend.

Your mum has a fall outside and you can’t wake her up.

w ww 4.

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. tsituation where you felt unsafe or were in danger. o (a) Describe ae c . che e r o t r s super (b) What action did you take?

On the back of this sheet, draw a plan of your house. Show where your bedroom is. Use a bright colour to show the safest way for you to evacuate the house in case of fire. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Safe cycling

Indicator • Identifies the importance of following safety rules and developing correct cycling skills.

The lesson Discussion points: When did you learn to ride a bike? When were you given your first bike? Who taught you the correct rules for safe cycling? Do you know what the different road signs are? Discuss pictures of different signs and ensure all students can recognise the basic ones; for example, ‘Stop’, ‘Give Way’, ‘Pedestrian crossing’. • Do you wear a helmet? • Is your bicycle safe and roadworthy? • Where do you like to ride? What to do:

Whenever you ride a bicycle, there are rules that must be followed. All cyclists must know the rules of the road, which signals to use and what the different road signs mean. Bicycles need to be in good working order and all cyclists need to wear a helmet. If riding at night, bikes should have a front and rear light.

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

ew i ev Pr

Teac he r

• • • •

Background information

• Survey the class to see who owns a bike. Use one of the student’s bikes (or your own) as an example so that those students who do not have their own can complete Question 1. Talk about the requirements for a roadworthy bike. Discuss why each is needed. Ask students to label the picture in Question 1 and then circle those things that their own bikes (or the example) have. • Discuss the important rules to follow for safe cycling and allow the students time to decide if the statements listed are true or false. • Talk about the importance of wearing a helmet and that it is a law for all cyclists. Discuss different accidents the students may have been involved in or have seen. Why is wearing a helmet so important? Why do some people dislike wearing a helmet? Would you ever ‘forget’ to wear a helmet? • Ask students to design a bike of the future. What might it look like? What features would you add to make it safer, faster or more fun? Answers

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

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o c . che e r o t r s super

Health curriculum links Additional activities • Conduct a class survey to find out who has a bike that is safe and has all the things discussed in Question 1. • Draw a cartoon to show the benefits of wearing a helmet. • Design a poster that would encourage students to always wear a helmet.

Primary health and values

Nat.

3.12

CHL3

NSW

V4, SLS2.13

Vic.

HPIP0301

Qld

PHIC3.3

2.7

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

Safe cycling (a) On the diagram, label the following things that make cycling safer.

reflector light brakes bell

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

security lock

inflated tyres

correct-sized handlebars

(b) Circle or highlight those things your bike has. Colour true or false.

ew i ev Pr

Teac he r

helmet

© R. I . C.Publ i cat i ons (b) Cyclists have different road rules from car drivers. • f o r r e v i e w p u r p o s e s o n l y • (c) It’s all right to let someone sit on your handlebars while you ride. (a) All riders must wear a helmet.

w ww

(e) All cyclists need to know the correct road rules.

m . u

(d) Always ride in single file.

. tea helmet every time you (c) What is the main reason o (a) Do you wear for wearing a c . get on your bike? helmet? che e r o r st super (f) A bicycle should always be in good working order.

(b) How do you feel about wearing a helmet?

On the back of this sheet, design a bike of the future. Think about improved safety features in your design. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

What makes you feel safe and unsafe?

Indicator • Recognises that different situations may make someone feel unsafe. The lesson Discussion points: Who are the people you trust and feel safe with? What parts of your local community do you feel unsafe visiting? Why? Where do you feel most comfortable? What are some things that can make you feel unsafe or uncomfortable? What do you do when you feel unsafe or uncomfortable in a place or situation? What to do: • Discuss various situations where students might feel unsafe. If possible, provide students with experiences (real or not) that they can relate to. For example, walking home from a friend’s house at night alone. Discuss how these situations make you feel. What did you do to feel safer? Talk about people you trust and feel safe with. Ask students to volunteer experiences and talk about those people they feel safe with. For Question 1, students make a list of people they feel safe with. • Talk about the local community and different places that students might visit. What places might make them feel uncomfortable? Is it only at particular times of the day? Why do they feel unsafe in these places? Ask students to make a list of the places they may not be comfortable going to. Be sensitive to any personal issues. After discussion, students can write a reason why one of these places makes them feel uncomfortable. • Talk about all the safe places in the local community and where the students enjoy spending time. Why do they feel safe in these places? Ask them to draw three different places and write a caption for each. Answers 1. – 5. Teacher check

All children and young people have the right to feel safe and be protected. The vast majority of people who are hurt by others are usually hurt by those they know. Even though many people are not hurt by strangers, it is impor tant to take sensible precautions and be prepared. S ome ideas to reduce the chances of unsafe situations are:

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

• Try to use transport rather than walking alone.

ew i ev Pr

Teac he r

• • • • •

Background information

• Plan ahead and let an adult know where you are. • Carry coins for a public phone or carry a mobile phone.

• Walk in groups and choose streets that are well lit and busy.

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Additional activities

• On a local map, mark those places where the students feel comfortable visiting. • Design a safety poster that highlights safe places in the community and gives information about what to do if you feel unsafe in a situation.

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o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.12

CHL3

NSW

V4, PSS2.5, IRS2.11, SLS2.13

Vic.

HPIP0301

Qld

PHIC3.3

2.7

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

What makes you feel safe and unsafe? Make a list of those people you feel safe with.

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

What places in your local community might you feel unsafe going to?

Give a reason why some places might make you feel unsafe.

ew i ev Pr

Teac he r

I feel safe with:

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m . u

5 Draw three places you might visit where you always feel safe. Label your drawings.

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o c . che e r o t r s super

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

Primary health and values

Teachers notes

How do you feel?

Indicator • Recognises personal feelings relating to given statements.

The lesson Discussion points:

Although a teacher (or parent) may think he/she knows his/her students (or children) well, this may not always be the case. Using a personal survey can help to understand feelings and thoughts that individual students may not necessarily share easily.

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

• What situations can make you think about your feelings? • How important is it for other people to understand how you feel about things? • How do we understand how other people feel? • Why is it important to respect other people’s feelings? What to do:

Teac he r

Background information

ew i ev Pr

• Use the student page as a one-to-one conference, a portfolio activity or as a teacher record. • Encourage students to write down as many positive words as they can think of to describe themselves. Answers 1. – 2. Answers will vary

Additional activities

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• Repeat this activity at a later time in the year to use as a comparison.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.13, 3.15

SMS3, IS3

NSW

V1, IRS2.11

Vic.

HPSR0302

Qld

N/A

2.3

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

How do you feel? Use the scale to show your thoughts on the following statements.

I am a happy person. I enjoy going to school. I have many friends.

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My life at home is happy.

I have interests outside school.

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I can work well with others.

I can feel sad for no real reason. I see myself as a leader. I like to be different from others. I prefer to sit back and listen.

I have a lot of different people to play with.

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I am able to share my feelings.

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I am proud of my school results.

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I can lose my temper quickly.

o c . c e her r I can get upset quickly. o t s super I am a confident person. I can ask other people for advice when I need it.

I like to try new things. Write positive words to describe yourself.

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

Primary health and values

Teachers notes

Worries and secrets

Indicator • Understands the importance of sharing problems and identifies those people who can be trusted.

The lesson Discussion points:

Keeping a secret is something that can be a problem and make people feel unhappy, worried and stressed. People share secrets, worries and problems because it can make them feel better to talk to someone. Some secrets can be fun. Others may make a student feel bad about something, leaving him/her confused and hurt. Children need to understand that there is always a solution to a problem. It is important for them to identify those people they can trust and with whom they can share their worries.

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

• It is important for the teacher to provide a safe and caring environment for the students to feel comfortable about sharing their worries and problems. If the teacher is able to share a personal worry, then students may gain more confidence to contribute to any discussion. With such sensitive issues, it is important to appreciate that not all students may wish to share their thoughts. Ask students to volunteer to share one of their worries and how it makes them feel. Encourage honest discussion and respect for others. Allow students to write down some of their worries. Advise that their responses do not need to be shared with the whole class, so that they may write freely. • Ask students to write some descriptive words to show how they feel when they have worries. Discuss ways of managing these feelings. For example, if students feel stressed, they may be able to write what is bothering them or draw a picture to illustrate how they feel. • Allow students to think about some of the people they can trust to share their worries and problems with. If possible, provide some appropriate personal examples. Ask students to complete the network chart to show some of the people they can trust. Be sensitive to the fact that not all students may be able to complete all boxes. Students can write a brief sentence to say why they trust each person. The name of the person and a picture can be included. • Students can discuss the two scenarios with a partner and decide what they would do in each case. Answers

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• When you are worried about something, how does it feel? • Discuss different reactions to different feelings, with an emphasis on how people react when they are worried about something. Some people may react angrily, others may withdraw. • Brainstorm situations that students may worry about. • How could you help someone who is worried about something? • How might you feel if you shared a secret and that person told someone else? What to do:

Background information

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Health curriculum links

Additional activities • Play ‘Chinese whispers’ to illustrate how secrets and gossip can become distorted. • Ask students to write a weekly journal entry where they can describe any worries they may have encountered. Allow students the opportunity to discuss these, if they feel comfortable.

Primary health and values

Nat.

3.13

IS3

NSW

V2, DMS2.2, INS2.3, IRS2.11

Vic.

HPSR0302, HPSR0303

Qld

EPD3.4

2.5

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

Worries and secrets

Teac he r

Many people worry about things and often keep their problems a secret. When you have a problem, it is important to talk to someone you trust. When you worry too much, you can make yourself unhappy and things could get very confused.

Write some of the things you might worry about.

When I’m worried about something, I feel

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

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Complete the network chart to show the people you can trust to speak with if you are worried or have a problem.

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(a) A close friend told you a secret that was making her very unhappy. How might you help her?

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

(b) When you shared a secret with a friend, he told another class member. How might you react?

Primary health and values

Teachers notes

Joining groups

Indicators • Recognises the benefits of participating in groups. • Recognises that skills are needed to be a successful group member. The lesson Discussion points:

Participating in groups (school, clubs, community etc.) can be beneficial for all of us. Skills which can be developed through collaborative learning/ play include:

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• communicating • risk taking

• speaking and listening • negotiating

• creative thinking • taking responsibility

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Teac he r

• Why do we join groups? • What types of groups are there? (sporting, helping people, musical, church, art and craft etc.) • What do you think the benefits of being part of a group could be? What to do: • Begin by having a discussion about the types of groups which are available for the students at school (if applicable). Follow this by asking the students about the types of groups they belong to. • Students complete Questions 1 and 2 independently. Ask students to share their responses with the class. Discuss why it isn’t always possible to join the groups we would like to (because of cost, other commitments, parent commitment and availability etc.) • Ask the students why they think it is important that we become involved in groups outside of school. • Organise the students into groups of three or four. To each group, allocate one character, one setting and one object from the lists below. The groups plan and act out a short scene that involves these three things. The story must have a beginning, middle and ending and every person in the group must have at least three lines to say. Characters Settings Objects Mr Fielding (teacher) back of the library pen Ms Sharp (principal) at the school gates photograph Cathy Noble (student) on the school oval packet of birdseed Daniel Flyer (student) outside the principal’s music CD office Maria Sutcliffe (journalist) classroom bubblegum Bobby Dean (student at playground card with a dentist kindergarten) appointment time Colin Bell (farmer) city chocolate muffin Polly Pollard (author) beach diamond ring Simon Tyson (hockey player) in a cupboard comb Brady Nunan (pet owner) park laptop computer • Additional characters will need to be chosen for the scene. The plot will need to be discussed and agreed upon. The play will then need to be written or discussed and then rehearsed. After the groups have performed their scenes, students work independently to complete Question 4 — the evaluation of how the group tackled the task. (Note: The activities on the accompanying worksheet may need to be completed over two lessons.) • Complete the lesson by discussing with the group what qualities they think a good group member has. These may include being able to listen, negotiate, compromise and communicate well, being patient and encouraging etc. Answers

Background information

• cooperating

• being assertive

• allocating tasks

• working towards a goal • problem-solving

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1. – 4. Answers will vary Additional activities • 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 extra curricular activities. 44

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Primary health and values

Health curriculum links

Nat.

3.12

SMS3, IS3

NSW

V3, COS2.1,INS2.3

Vic.

HPSR0302, HPSR0303

Qld

EPD3.4

2.3, 2.5

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

Joining groups It can be scary joining a new group but there are lots of positives! You can make new friends, gain confidence in yourself and learn lots of new skills!

What groups do you belong to now or have you belonged to in the past? Describe your group

Today/In the past?

Enjoyment level?

Today/In the past?

r o e t s Bo r e p ok u S Today/In the past?

Teac he r

Today/In the past?

If you were able to join a new group this year, what would it be? Explain why.

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Your group task! Plan and act out a short scene which involves the three things your group has been allocated by your teacher. Your story must have a beginning, middle and ending and every person in the group must have at least three lines to say.

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Group evaluation

(a) Who were your group members?

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o c . c e he (c) Mark on the scale how you think your group worked at preparing the scene. r o t r s super (b) Did your group plan, rehearse and perform the scene?

(d) Explain why

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

Primary health and values

Teachers notes

I am special because …

Indicator • Considers the importance of self-worth.

Background information

The lesson Discussion points:

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

• Take the class to an open area and ask them to sit on the floor in a circle. Explain that there are rules for the activity you are about to do. These include: – Only one person speaking at a time. – No negative comments, body language or noises. • The teacher begins by naming something he/she is good at. The person on the left then continues by saying something he/she is good at. This continues. If any student can not think of anything to say, other students can put up their hands and offer a suggestion. • See how many times the class can go around the circle saying things they are good at. With each turn, students will have to think harder about what they are good at. For example, the game may begin with ‘I am good at reading’ but after a time, students may make statements like ‘I am a good friend’ or ‘I am good at knowing when people are sad’ etc. • This game can be altered from ‘I am good at …’ to ‘I like myself because …’ or ‘Something that makes me feel good about myself is …’ • Students return to class and complete the worksheet. Ask for volunteers to read out their answers to Question 1. • Students may need to work in groups to discuss the diary entry in Question 2. Ask groups to explain to the class their advice for Emma. • Also ask for volunteers to share their answers to Question 3. Discuss with the class the importance of recognising the good things we and others do or goals we and others achieve. Answers

Many experts believe that children with a good sense of self-worth are more confident, will try new things and are more likely to reach out to other people.

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Teac he r

• Name something you like about yourself. • Name something about yourself you think you need to work on or improve. • What is your greatest achievement? • Are you a good friend? • What do your parents do to make you feel special and important? • How do you feel when you think you have hurt someone’s feelings? • How do you feel when you make a mistake? What to do:

The ability to feel comfortable about yourself—to feel you are a w orthwhile person—is an important step in growing up. Children need to feel w orthwhile and impor tant. Children need to be able to like and accept themselves so that they can then like and accept others.

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1. Answers will vary 2. Possible answers: Complete her maths homework (to feel a sense of achievement). Apologise to Melissa about the pencil case. Go and see the teacher of the boys who spoke rudely and explain what happened. Or go and speak to the boys individually about not speaking to her like that again. Explain how it made her feel. 3. Answers will vary Additional activities

• Discuss how we recognise people who do good things and help others in the school, community, state and country. • Set up a ‘classroom achievement’ board for certificates or photographs and /or allocate a time for students to share with the class when they have done something they are proud of.

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Primary health and values

Health curriculum links

Nat.

3.13

SMS3, IS3

NSW

V1, GDS2.9, IRS1.11

Vic.

HPSR0302, HPSR0303

Qld

EPD3.4

2.3, 2.5

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

I am special because … Sometimes things happen which make us feel unsure of ourselves. Having someone remind us that we are special and important can help us to feel better, but it is also important that we remind ourselves.

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

Write about two things you are good at.

because

I am good at because

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Teac he r

I am good at

© R. I . C.Publ i cat i o ns (Worst day ever!) Monday 15 September (b) Write three things Emma could do Because Is waso so n busy over the weekend •f orr evi ew pur p o s e l y • now to make her feel better about going to Riley’s swimming carnival and (a) Read the diary entry.

•

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•

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helping Dad in the garden, I forgot to do my maths homework. Mr Farmer told me off and said I had to do it at lunchtime but I was too tired, so I didn’t. Then Melissa asked me if I liked her new pencil case and I said ‘No’. Now I feel terrible because I do like it but I wish I had one! I thought things couldn’t get any worse, but while I was waiting for the bus, two Year 6 boys walked past me and asked if they could join the dots on my freckles and laughed at me! I hate today! Emma

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herself.

o c . che e r o t r s super

Emma helped her dad in the garden and went to her little brother’s swimming carnival to cheer him on. Supporting and helping people can make us feel very good about ourselves. Describe something you have done recently that made you feel good about yourself.

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

Primary health and values

Teachers notes

We are all different!

Indicator • Gains an understanding that it is wrong to base initial judgments of people on stereotypes.

The lesson Discussion points:

A stereotype can be described as a very simple—and often incorrect— picture that people have of a particular person. It is common to base initial judgments about people on stereotypes. Stereotypes depend on conventional ideas about groups of people which may include attitudes, interests, characteristics, traits or physical features. We all stereotype to some extent. However, stereotyping can lead to discrimination and intolerance.

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

• Student can work in pairs or small groups to discuss the pictures in Question 1. Students think of adjectives to describe them. When completed, ask students to share their ideas with the class. What makes us think that, for example, an elderly man would be grumpy or a young boy might be mischievous? • Students complete Question 2 independently. Walk around the classroom while they are doing this. If students are writing ‘agree’ for stereotypical statements, sit with them and discuss why they think this. Ask students to volunteer their answers. • Ask students in small groups to discuss the answer to Question 3. Some groups may need guidance. Ask students to share their responses with the class. Explain that we all stereotype to some extent but that it can lead to discrimination and intolerance. • Students may wish to share an experience when they felt that they were judged incorrectly. Ask students why it is important that we are all treated as individuals. Answers

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• When you meet someone, what helps you to decide what kind of person he/she is? • Is it fair to decide if you like a person because of what he/she is wearing or how he/she wears his/her hair? Why/Why not? • Discuss the kinds of behaviour that might give you an idea of what a person is like. (For example, ALL people who do well at school are boring, ALL people who live in big, expensive houses are snobs, ALL people who are good at sport are bad at their school work etc.) • Why can’t we group people in the ways described above? • What kind of person are you? • Discuss why it is important that we are all treated as individuals. What to do:

Background information

Students need to learn to accept themselves so they accept others. Some experts believe that people who are prejudiced and discriminate against others or bully may have little or no self-worth. For children to acquire self-esteem and have unprejudiced attitudes towards other, they need to think of people as individuals, not simply as members of groups who have common physical characteristics, religious customs or other features.

Additional activities

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• Discuss the statement ‘It is the differences among us that enrich our lives.’ What do the students think this means? Can they give any examples? For example, having a friend who is from another country may mean you can try different foods or share certain celebrations with him/her, learning about his/her country and culture. • Students can choose someone in the class they know the least about (or a student from another class) and interview him/her. Students can then report back to the class what they have learnt about the person.

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1. – 3. Answers will vary

Differences exist between all people. It is the differences between us that enrich our lives.

Primary health and values

Health curriculum links Nat.

3.13, 3.15

IS3

NSW

V2, INS2.3, IRS2.11

Vic.

HPSR0302, HPSR0303

Qld

EPD3.1

2.3

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

We are all different! Sometimes we judge people simply because of what we see (e.g. age, gender or clothes) or what others have told us about them.

(a) Look and discuss the drawings of the people below.

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Teac he r

(b) Write words in the boxes to describe the thoughts someone might have about these people at first sight.

© R. I . C.Publ i cat i ons Read each statement. Colour the that best describes how you •f orr e vi e wboxp u r p oses o nfeel. l y• (c) Do you think the people in the pictures would be like your descriptions?

(b) People who read a lot never have any fun.

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(a) Girls are much better at cooking than boys.

. tbully others. o (e) Only boyse c . c e (f) Rich people think they better than everyone else. r hareer o t s s r u e p In your groups, discuss why it is wrong to judge people by the way they look or what you (d) All elderly people forget things.

have heard about them. Write your ideas below.

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

Primary health and values

Teachers notes

Strengths and weaknesses

Indicator • Investigates strengths and weaknesses and considers ways to improve weaknesses.

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 making small steps to reach them, students are able to experience small successes, motivating them to continue.

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Teac he r

• The teacher can discuss some of his/her own strengths and weaknesses, perhaps even asking the students to give some suggestions on how to improve one of the weaknesses. • How do we know if we are good at something? Ask students to give examples of their own experiences inside and outside of school. • How do we know if we need to improve on something? Ask for volunteers who wish to share their own experiences. • Have you ever known you needed to improve on something, been persistent and worked hard and improved it? How did you feel? • Why do you think it is important that we don’t give up on the things we are not so good at? What to do: • Students work independently to complete Question 1. Ask for volunteers to share their responses. • Ask students to share the answer they wrote to 1(d). Did anyone write something that wasn’t an activity, such as a sport? Explain that we can be good at things without realising. Mention some of the students in the class who are good listeners, good at helping, good at stopping conflicts etc. Explain that these kinds of qualities are strengths too. • Students complete Question(s) 2 and 3 independently. Ask for students to share the feelings they listed. Compile lists of feelings on the board. • For Question 4, explain that students need to think of something they would like to improve on that they could achieve by the end of the term. For example; write neatly, use manners all of the time (by saying please and thank you), be a better friend, learn the 8 x table etc. • Students complete Question 5. Ask for volunteers to share their responses. Answers

Background information

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Additional activities

o c . che e r o t r s super

• Everyone has strengths and weaknesses. Ask students to choose a favourite personality and find out more information about him/her including his/her strengths and weaknesses. Students can report their findings to the class with a short oral presentation. • Give students a piece of coloured paper in the shape of a ‘winning ribbon’. Ask them to write about something they are good at in the top circle and write their names on the long part of the ribbon. Pin the ribbons around the room for the students and visitors to the classroom to read. • Create a display of goals from Question 4. At the end of each week, choose students to give an update on how they are working to achieve their goals.

Primary health and values

Health curriculum links Nat.

3.15

SMS3

NSW

V1, PSS2.5, GDS2.9

Vic.

HPSR0302

Qld

EPD3.4

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.

Write about the things you do well at and those you do not do so well, in each of the areas below. Choose one area yourself. Things I do well …

Things I could improve on …

(a) school work (b) sport

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Teac he r

(d)

Make a list of the feelings you have when you know you are good at something.

Make a list of feelings you have when you know you are not so good at something.

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Choose one of the things you listed in the ‘Things I could improve on’ column. Write a goal for yourself you think you can achieve this term. Add some things you can do to meet this goal.

o c . Things I can do toe meet this goal are: che r o r st sup r •e

I would like to improve My goal is:

•

5 When I’m older, I want to be really good at

I will achieve this by

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

Primary health and values

Teachers notes

Peer pressure

Indicator • Considers the positive and negative effects of peer pressure.

The lesson Discussion points: • What do you think is meant by the term ‘peer pressure’? • Is peer pressure always a negative experience? • Why do you think people like to belong to groups or gangs? • What do you think it means to ‘conform’? • Have you ever experienced peer pressure? How did you deal with it? What to do:

Peer pressure is allowing others to influence your thoughts and actions. People who wish to ‘belong’ to a group are often swayed by peer pressure to follow the group’s ideas and actions. Some experts believe that people who feel they belong to a group often feel more confident and their idea of selfworth increases. When in a group, people do not need to make decisions as they are told what to do and think by the group.

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• Discuss each scenario with the class. Students decide in pairs or small groups if the peer pressure is positive or negative. • Ask students to comment on how they think they would react to the situations they described as negative. Would they have the courage to say no? (Ask for volunteers in this case. Some students may be prone to being swayed by peer pressure. Do not allow students to remark on other students’ responses.) • Students complete the answer to Question 2 independently. Some students may wish to volunteer to discuss their experiences with the class. Ensure that names are not mentioned in these responses. Explain to students that they can use pronouns like ‘they’, ‘he/she’ or ‘them’ rather than names. • In small groups, students discuss the qualities of people who are strong enough to say no to negative peer pressure. When completed, ask each group to share its ideas. Create a class list. • Ask the students how they might work towards gaining more of these qualities themselves. Answers

Teac he r

Background information

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Additional activities

o c . che e r o t r s super

• Students write a creative story about a child who is affected by negative peer pressure. Ensure that the main character is able to say no to the group that is pressuring him/her by the end of the story. Combine all of the stories (in polished/published form) and create a class book that can be read during silent reading. • Discuss what happens to your body when you are forced to stand up to someone or a group. Make a list (for example, sweaty palms, faster breathing, ‘butterflies in stomach’ etc. • Display the class list created for Question 3.

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1. (a) negative (b) positive (c) negative (d) positive 2. Answers will vary 3. possible answers: confident, high self-esteem, self-worth, believe in themselves etc.

Primary health and values

Health curriculum links Nat.

3.13

SMS3

NSW

V1, IRS2.11

Vic.

HPSR0302

Qld

EPD3.4

2.3

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

Peer pressure Peer pressure is allowing others to influence your thoughts and actions.

Read the scenarios below. Do you think the children are experiencing positive or negative peer pressure? (b) Kaleigh and Georgia

were playing by a very large puddle on the oval. Riley and Daniel were telling Scott to jump in the puddle first then they would follow. Scott knew if he jumped in it, his teacher would be cross at him later for coming into the classroom muddy and wet.

are in different maths classes. Kaleigh wants Georgia to move to her class so they can sit together. She helps Georgia with her maths at lunchtimes and encourages her to do her homework.

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(a) Scott and his friends, Daniel and Riley,

(d) All the Year 4 boys are at the sand pit

they don’t like the new girl in their class. They say she is too loud and her hair is always messy. They tell Jessica not to sit next to the new girl at assembly otherwise they won’t speak to Jessica any more.

practising for the long jump for Sports Day. Adil is afraid if he tries, he won’t jump very far and he will embarrass himself. He shakes his head when it is his turn. Some of the other boys yell out to Adil and tell him to ‘give it Long a go’ and say that it doesn’t jump matter if he doesn’t jump very far. Adil jumps and is really proud of his effort.

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There can be positive and negative effects of peer pressure.

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Have you ever experienced negative peer pressure where you did (or nearly did) something you didn’t really want to do? Write about your experience below.

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

People who feel good about themselves find it easier to say no to negative peer pressure. In your groups, think of the kind of qualities people like this might have, such as confidence. Write a list below.

Primary health and values

Teachers notes

Bullying

Indicators • Understands what the term ‘bullying’ means. • Considers the effect of being bullied on a person’s self-esteem.

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

The lesson

• It is repeated often over time.

Discussion points: • • • •

Discuss the word ‘bullying’. What does it mean? Discuss the types of bullying (physical, verbal, social). How does a person who is being bullied feel? If bullying happens over a long period of time, how would it affect how a person feels about himself/herself? What to do:

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

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• Note: If bullying is an issue in your class, it may be beneficial to consider the grouping of students before this lesson begins. For serious discussion about bullying to occur, the groups may be more productive if students who bully are grouped separately and with students who will act responsibly during the lesson. • After a discussion about the meaning of the word ‘bullying’ and student feedback, create a class definition on the board. • Students work in small groups to complete Questions 1 and 2. Students read each scenario and write words to describe how the people being bullied in each scenario might be feeling. Bring the class together and discuss each scenario in turn, writing a class list of how each character might be feeling. • Students work in groups again to complete Question 3, considering ways to help students in the class to feel important or special. Ideas may include asking someone to sit or play with you, helping someone with his/her work, writing someone an encouraging note, sharing things with people etc. 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 someone.

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Additional activities

o c . che e r o t r s super

• If there are a number of students in the class with low self-esteem and who are prone to being bullied, having a ‘Secret friend’ day or week in the class may be a fun way to help them feel included and important. Carefully choose a secret friend for each student in the class. Whisper the name of the secret friend into each student’s ear. (Secret friends do not have to be paired with each other.) For that day or week, students have to do nice things for their secret friend without revealing his/her identity. For example, making sure his/her coat is on the rack, tidying his/her desk at lunchtime, writing a nice note, having his/her reading book ready for silent reading time. The whole class does not have to be involved in ‘Secret friends’. You could just choose three considerate and responsible students who would enjoy making three less confident students happy for one day or one week. At the end of the week, students have to guess the identity of their secret friend. 54

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1. Jerome, Katrina, Shari, Rodney 2. Students may differ in their choice of emotions according to how much they are being bullied or are inclined to bully. Emotions may include worry, anger, embarrassment, nervousness, fright, sadness etc. 3. Answers will vary. Possible answers: asking someone to sit or play with you, helping someone with their work, writing him/her an encouraging note, sharing things with him/her etc.

Primary health and values

Health curriculum links Nat.

3.13

CHL3

NSW

V2, COS2.1, IRS2.11

Vic.

HPSR0302, HPSR0303

Qld

EPD3.1

2.3

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

Bullying Read each story and discuss it with your group. Highlight the name of the person who is being bullied. Story B:

Most of the Year 4 boys play basketball during their lunch break. Scott and Jack like to tease Jerome about how he plays. After a few comments, Jerome gets red in the face, clenches his fist and shouts at the boys. This makes Scott and Jack laugh. Jerome usually storms off and sits by himself.

Sara and Jesse were not happy when Katrina won the role of lead dancer in the end of year production. Whenever Katrina comes up to the girls during break times, Sara and Jesse ignore her and walk away.

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Story A:

Story C:

Story D:

Shari was running late for school so she took a short cut behind the Year 6 building. A group of older girls stopped her and made Shari open her lunch box. The girls took her muesli bar and chips. One girl squeezed Shari’s arm tightly and told her not to tell anyone.

Rodney has a weight problem. He normally sits by himself during class. He often sees other kids whispering about him. Rodney asked Emily why no -one will sit next to him. Emily said that after Rodney has sat at a desk, there isn’t room for anyone else.

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Write keywords and phrases to describe how the people being bullied might be feeling. Story A:

Story C:

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Story B:

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It is easy for people who are bullied often to forget they are important and special. On the back of this sheet, write a list of ways you could remind someone in your class that he/ she is important and special. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Staying positive!

Background information It is important that children learn the importance of thinking positively about themselves and speaking positively to others. Most experts believe that this can enable them to cope better with situations that may cause negative feelings. Children with low self-concept may make comments about themselves such as ‘I can’t do that’, or ‘I’m terrible at reading.’ Such comments can create a selffulfilling prophecy as the child may not try as hard and fall behind. A negative cycle can begin and be very difficult to break free from.

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Indicator • Identifies the effects of positive and negative comments. The lesson Discussion points: • When was the last time you received a positive/negative comment from someone else? • How do you feel when people say positive/negative comments about you? • Discuss with the students how positive and encouraging comments can make us try harder and want to succeed at something. For example, learn a new sport or instrument. • How does it make us feel when we are encouraging someone else to do well at something? • When was the last time you thought something negative about yourself? • Discuss ways to turn a negative comment into a positive comment. For example, ‘I’m terrible at maths!’ could become ‘If I work hard and learn my tables, my maths will improve’. • How do you react when you are given a compliment? • How do you react when someone says something negative about you? What to do: • Ask students to share their answers to Question 1 with the class. • Students write a positive comment that they can say about someone they know. Explain that sometimes we think positive comments but don’t say them or forget to tell the person. Ask the class to try and say the compliment to the people they have indicated by the end of the week. Discuss some of the reasons we don’t always say positive things to people. These may include lack of time, opportunity, feeling embarrassed or feeling jealous. • Discuss answers to Question 3. Explain to the class that sometimes it is better to just say ‘thank you’ when given a compliment rather than disagreeing with the person. • Ask students to share some of their answers to Questions 4 and 5 with the class. • The final question on the worksheet will need discussion with the class. Some students may believe the best way to react to a negative comment is to ignore it. Ask the class if there are any times when you should consider if there is any truth in the comment that has been given. For example, ‘You are so messy!’ Perhaps you should attempt to keep your area/bedroom etc. a little tidier. Answers 1. Answers will vary 2. Teacher check 3. possible answer: to say ‘thank you’. 4. Answers will vary 5. possible answers: (a) If I put in more effort and concentrate, my maths will improve. (b) I will try to do my best at it. (c) Let’s practise our kicking together. (d) Could you please try and be on time tomorrow so that we aren’t late for school? Additional activities • Put every student’s (and teacher’s/helper’s) name into a hat. Ask each person in the class to pick out a name. He/She must then say a positive comment about the person whose name is written on the piece of paper. If students are having difficulty, other students can offer suggestions. If playing the game for the first time, write some beginnings of sentences on the board, such as … – He/She helps me … – He/She always asks me to … – He/She is good at … Write some qualities on the board such as good sense of humour, kind, helpful, quick thinker, patient, persistent (tries hard), fair etc.

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Primary health and values

Health curriculum links Nat.

3.13

CHL3, SMS3, IS3

NSW

V1, GDS2.9, IRS2.11

Vic.

HPSR0302, HPSR0303

Qld

EPD3.2

2.3

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

Staying positive! Thinking, saying and hearing positive comments can make us feel good about ourselves.

Can you remember the last positive comment you received? Write words to describe how it made you feel.

Think of and write a positive comment you can say to a friend and a person in your family. Aim to say the comment to that person before the end of the week.

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Positive comment to a friend

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If someone gives you a compliment, the best way to react is to …

Positive comment to a family member

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5 Rewrite the comments below to make them more positive.

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Write words to describe how you feel if someone says something negative to you.

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6 If someone says something negative about you, the best way to react is to …

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

Primary health and values

Teachers notes

Friendship

Indicator • Understands the importance of friendship.

Background information

The lesson Discussion points: What makes a good friend? What does it mean to be friendly? ‘If I don’t like someone I don’t have to be friendly to them!’ Discuss. Discuss how being friendly can have a positive effect on both the giver and receiver. • If everyone was friendly to each other all of the time, what would the world be like? • How does it feel when a friend disappoints or upsets you? Is it easy to make up? • ‘Communication is the key to being good friends.’ Discuss. What to do:

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• • • •

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, suppor t and encouragement. Our friends also help to provide us with a sense of who we are and how we fit in.

• Begin by discussing some of the points above with the class. Ask students to complete their ‘Friendship report card’ independently. If asking students to share their responses with the class, be sensitive to students who have very few or no friends. • Students may become stuck on the final statement of the report card. Give examples to help them, such as: – saying something to upset a friend. – neglecting or not including a friend. – becoming angry if losing a game. – telling your friend what to do. • Students can work independently or in small groups to complete Question 2. If some students are struggling with this activity, after a short time ask the class to help create a list of ‘qualities’ and write them on the board. • Explain to the class that they are going to write an acrostic poem about what having friends means to them. An acrostic poem is one in which each line begins with or includes a letter from the title (the letter does not have to be at the beginning of the line). Answers

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Additional activities

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• Students can create a friendship mask using recycled materials. • In small groups, students can write a short play titled ‘Friends’ and perform it to the class. • Students can write a rap about their best friend, choose some music and perform it to the class. • Students can complete a polished version of their poem from Question 3, glue it onto coloured paper or card and display it.

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Primary health and values

Health curriculum links Nat.

3.13

IS3

NSW

V2, V3, INS2.3, IRS2.11

Vic.

HPSR0303

Qld

EPD3.4

2.5

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

Friendship Complete the ‘Friendship report card’ about yourself.

Name:

Year:

Tick your behaviour for each statement.

Disagree

Unsure

Agree

My friends are important to me.

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I am a good friend.

I have a small group of friends.

I do everything my friends do. Sometimes I disagree with my friends. All of my friends like the same things. My friends are all different.

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I help my friends when they need it.

I try to be friendly to everyone. © R. I . C.Publ i cat i ons The way I act affects my relationships •f or r e i ew pur posesonl y• with myv friends.

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Write words to describe the qualities a good friend has. (Think of the things that make your friends special to you.)

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On the back of this sheet, write an acrostic poem with the title ‘Friend’ about what your friends mean to you. Remember, each line of an acrostic poem begins with or includes a letter from the title.

F R I E N D R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Families

Indicators • Understands the importance of family. • Understands that all families are different.

Background information Our family is the first group of people we form a relationship with. A lot of how we think and feel about different things comes from what we learn within our families.

The lesson Discussion points: Who are the most important people in your life? Who can you rely on? Who do you respect? What is something that is special just to your family? For example, going to a holiday location every year, supporting a certain sports team, all wearing glasses etc. • Do you speak to your best friend the same way you speak to your mum? Discuss. • Why is it important that you let the people in your family know if you are upset, worried, anxious or cross about something? What to do:

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• Read the text at the top of the worksheet together and discuss it. • Students complete the table. Explain that immediate and extended family can be included in the table. Students write the name of the person in the first column, the activity they share with him/her in the second and how they feel about it in the third (by colouring a happy, unsure/indifferent or sad face). Explain to the students that the activity they mention doesn’t have to be something exciting like canoeing but could be an everyday thing such as cooking dinner, reading aloud, helping set the table, talking on the telephone etc. • Depending on time, ask each student to share one of his/her responses from the table. • Discuss Question 2 with the class. Ask the students to put up their hand to indicate if they have ever acted like Jemma. Do they think Jemma would act like this in front of her friends? Why/Why not? Students complete Question 2 independently. Ask for volunteers to share their responses with the class. • By completing the certificate in Question 3, students are able to consider the positive qualities about their family. Have copies of the certificate available on coloured card for students to write polished versions of their responses on to. They can give these certificates to their families at the end of the day. Answers

We often change our behaviour depending on who we are relating to. The way we speak to friends, colleagues, parents, grandparents and strangers varies and the way we act is influenced by what is expected of us. Authority figures such as teachers and police officers expect us to obey and respect them and so, normally, we do. S ome children may have a similar relationship with their parents. Others may not feel that they are expected to obey and respect their parents for a number of reasons. For many families, a lack of communication can be the reason for misunderstood expectations.

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• • • •

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Additional activities

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• Ask students to think about how they have supported a friend in the past. It may have been helping them with his/her homework or with an activity; encouraging him/her in a sport; listening to him/her when he/she was sad. Have they ever supported someone in their family? Students can write a list of ways they can help the people in their family. These may include helping a younger sibling with his/her homework, helping Mum in the garden or helping Dad with the cooking. • Students write a poem about how they feel about their family. • Students choose a medium such as wax crayons, water colours or chalk to draw a family portrait.

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Primary health and values

Health curriculum links Nat.

3.13

IS3

NSW

V3, INS2.3, IRS2.11

Vic.

HPSR0303

Qld

EPD3.4

2.5

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

Families

Your family is the first group of people you will form a relationship with. A lot of how you think and feel about different things comes from what you learn within your family.

How do you spend time with the people in your family? Complete the table.

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How do you feel about it?

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Relation

© R. I . C.Publ i cat i ons Jemma’s school report always says that she iss ae very helpful, caring, quiet girl. • f o r r e v i e w p u r p o s o n l y • Her family disagree! At home, Jemma is loud, never helps anyone and is sometimes rude.

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All families are different. The relationship you have with your family may not be the same as the relationship your friends and classmates have with their families. Complete the certificate, saying why your family is special to you.

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Why do you think we sometimes act differently with our friends than we do with our family?

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

Primary health and values

Teachers notes

Conflict resolution steps

Indicator • Reads and discusses steps to resolve conflicts in a mutually acceptable way.

The lesson Discussion points:

Conflict can occur in every school, workplace and home. At school, it is often the case that students faced with opposing viewpoints will go to the 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...’, so they can not 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.

• Page 63 can be used for discussion and displayed in the classroom to remind students that there are more options to resolving a conflict than going to a teacher or becoming violent.

Additional activities

• With the class, use the conflict resolution steps on page 63 as a basis to create your own class set of conflict resolution steps. Students may feel more ownership towards a set of steps if they make up a class set of their own. Here is an alternative: – What’s the problem? – How can we fix it? – What is the best way to fix the problem? – Choose the best option. – Agree to a solution and do it! • Enlarge page 63 to A3, attach it to coloured card and laminate it for display.

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• How do you usually solve minor conflicts? • Are there different ways to resolve the same conflict? • How can you make sure that both parties are happy with a solution? • What does the word ‘compromise’ mean? When do you compromise? What to do:

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Background information

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o c . che e r o t r s super Health curriculum links

Nat.

3.13 3.14

SMS3, IS3

NSW

V2, V3, DMS2.2, INS2.3, PSS2.5, IRS2.11

Vic.

HPSR0302, HPSR0303

Qld

EPD3.2

2.7 Primary health and values

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

Conflict resolution steps

Define the problem. r o e t s B‘I’o r e (Use statements.) p o u • Tell the other personk what happened. S • Tell the other person how you feel.

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Stop and cool off.

Brainstorm solutions.

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Choose a solution that is fair to both of you.

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Agree to the plan. A handshake is a good way to show that you agree.

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

Primary health and values

Teachers notes

Conflict resolution

Indicator

Background information

• Uses conflict resolution steps to solve a problem.

The lesson Discussion points:

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• Students work in pairs. Read the scenario with the class (it could be photocopied onto an overhead transparency and displayed to the whole class). • Remind students of the Conflict Resolution steps. (Show the poster from page 63.) • Students use the steps and answer the questions. If students become stuck on Question 3, bring the class together again and ask for suggestions to solve the problem. • Students tick each step as they complete it. • Students share their solutions with the class. Answers

Students should be able to evaluate: – Was the solution the best? – Was the solution just/fair? – Were both parties happy with the solution?

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• Discuss all of the steps slowly and carefully with the students. • Have you ever encountered a situation similar to the one on the worksheet? How did you resolve the problem? • How can we work to remember the conflict resolution steps? • Do you think you will remember the steps the next time you are in a conflict situation? • What can happen if a conflict is left unresolved? (Negative feelings can develop, can lose friendships etc.) What to do:

A vital step in developing appropriate conflict resolution skills involves following the steps closely and evaluating the process once a solution is reached.

– Were there other solutions that weren’t considered? (Other students may suggest more creative alternatives to the conflict.)

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Additional activities

• In small groups, students consider times when they have been involved in a conflict similar to the one described on the worksheet. Students tell the group how they reacted to the conflict and discuss how they could have reacted more positively. Other group members offer suggestions. • Ask the students if they are often involved in conflicts at home. Who are these generally with? Students write independently about a recent conflict at home. They then use the conflict resolution steps and ‘rewrite’ how the conflict could have been solved more positively.

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Health curriculum links

Primary health and values

Nat.

3.13 3.14

SMS3, IS3

NSW

V2, V3, DMS2.2, INS2.3, PSS2.5, IRS2.11

Vic.

HPSR0302, HPSR0303

Qld

EPD3.2

2.7

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

Conflict resolution Read the scenario below, then complete the conflict resolution steps to resolve the conflict. Tick each step as you complete it.

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What can the boys do to cool off?

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Daniel, Bailey and Scott were on the oval brainstorming ideas for the school ‘talent quest’ being held on Friday. They had entered weeks ago but hadn’t worked out an act. Bailey thought the boys should write and sing a rap about their soccer team getting into the finals. Daniel thought a breakdancing routine would be more likely to win.

(a) What is the problem?

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Which solution have you chosen?

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What are some solutions to the problem?

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Shake hands! Well done!

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

Primary health and values

Teachers notes

Your values

Background information

Indicators • Understands the meaning of values. • Identifies some of his/her own values.

The lesson Discussion points:

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• What do you think the word ‘values’ means? • ‘I have to do what my friends want me to do otherwise they won’t like me!’ Discuss this statement. • It is important to just be yourself. Discuss. • What do you think your parents value? How do you know? What to do: • Read the information at the top of the worksheet. Allow time for the students to ask questions and for discussion. • Choose two students to play the parts of Amy and Declan. The students read the script aloud. As a class, or in small groups, discuss what the play tells us about Declan and Amy. • The students write a few sentences describing what they think Declan’s values may be. This may include: – to not be lazy. Declan was happy to walk over to the bin. – to care for natural environments. Declan would not leave the litter in the park. • Discuss with the class that our values are what we think is important and this can be shown by our behaviour. • Students can work in pairs to discuss each issue in Question 2. When completing the written task, students should work independently so they can have the freedom to write their own opinions. Explain to the students to write their first thoughts about a topic. These can be just keywords and phrases. For example: Smoking: smells, unhealthy, looks ugly, I’d never do it! • Ask for volunteers to read what they have written about one of the issues. Try to discuss each issue (depending on time restraints). Answers

Teachers can discuss some values with students such as honesty, generosity, tolerance and kindness. They may also like to discuss other things people might value like pets, music and the environment.

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Your values are what is important to you. To start with, many of our values are learnt from our parents. For example, if our parents think that saving money is important, then so do we. As we grow older and change, our values and beliefs also change. We decide for ourselves what we consider to be important in life.

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1. – 2. Answers will vary (see What to do)

Additional activities

• In pairs, write a short scene where two people are having a discussion and have opposing views to statements such as: ‘Children should be able to watch as much television as they like!’ ‘Money isn’t for saving! It’s for buying things.’ ‘If a friend tells you a secret, you NEVER tell!’ Students practise their scene and perform it to the class. (Remind the students that the play should not consist entirely of arguing or yelling.)

Primary health and values

Health curriculum links Nat.

3.14

SMS3

NSW

V1, DMS2.2

Vic.

HPSR0302

Qld

EPD3.2

2.3

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

Your values Your values are what is important to you. To start with, many of our values are learnt from our parents. For example, if our parents think that saving money is important, then so do we.

Declan and Amy are having lunch outside at a park. Declan Mmmm .... that lunch was yummy. I’m so full now!

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As we grow older and change, our values and beliefs can also change. We decide for ourselves what we consider to be important in life.

Amy

Me too, but we’d better get back and watch the end of the game. Where’s the bin? Declan It’s over by the car park. Amy

That’s too far. Let’s just leave the rubbish here. Someone else will pick it up. Declan (shaking his head) I’ll meet you at the seats. Amy

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(a) Read the short play below.

Where are you going?

Declan (standing up and walking away) I’m not leaving all this in the park. I’m going to the bin.

(b) What do you think the play tells us about Declan’s values?

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(d) Wearing a school uniform

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

(e) Keeping secrets

Primary health and values

(f) Bullying

Teachers notes

Fair play

Indicator • Recognises the importance of rules. • Gains an understanding of the term ‘fair play’.

The lesson Discussion points: • Why do we have rules when we play games? • Why do we have rules in our classroom? • Why do we have rules at home? What to do:

Fair play means treating others the way you want to be treated. Fair-minded people play by the rules and don’t take advantage of others. When playing games or sport, it is important that students know that, although competition is fun and motivational, winning shouldn’t (always) be the focus. Through game-playing, students learn skills such as communication, problem-solving and selfdiscipline.

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To play fair, students need to:

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Read the following passage to the class. • Maddy and Riley were playing the junior version of Monopoly™ while they were waiting for dinner to be ready. Riley was known as the ‘family whiz’ at Monopoly™ but Maddy was only just learning. After a little while, Maddy realised that Riley was changing the rules as he went along. She questioned him and he told her that was how the game was played. Maddy yelled at Riley saying that he wasn’t being fair and stormed out of the lounge room. – Was Riley being fair? Why/Why not? – Did Maddy react in an appropriate way? • Students can work in small groups to simplify each of the rules in Question 1. Bring the class together and discuss their responses. • Students can work in groups or independently to answer Question 2. Answers

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Background information

1. Respect the rules.

2. Respect the officials and their decisions. 3. Respect their opponent(s).

4. Give everybody an equal chance to participate.

5. Maintain their self-control at all times.

1. – 2. Answers will vary

Additional activities

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• As a class, make a set of rules on how to play fairly. • Students write a creative story about a time when one of their friends wasn’t being fair. How did they resolve the conflict? • Display the class set of ‘fair play’ rules.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.14

SMS3

NSW

V1, V2, INS2.3, IRS2.11

Vic.

HPSR0303

Qld

EPD3.2

2.3

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

Fair play

Do:

Fair play means treating others the way you want to be treated. Fair-minded people play by the rules and don’t take advantage of others.

r o e t s Bo r e p ok u S Respect the rules.

Don’t:

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Do:

Don’t:

Respect your team mates.

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Do:

Respect the umpire’s/ teacher’s decisions.

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Class 4R are playing a game of T-ball. The last time they played, some students had to stay in at lunchtime for not playing fairly and for losing their tempers. Today, Mr Renton has set rules to make sure the game is played fairly. Read each of Mr Renton’s rules for fair play. Make them easier for 4R to understand by writing what to do and what not to do.

Stay in control at all times.

Don’t:

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Why do you think games and sports have rules?

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

Primary health and values

Teachers notes

Be healthy!

Indicator • Understands the importance of a healthy, active lifestyle.

The lesson Discussion points:

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• What do you think it means to have an ‘active lifestyle’? • How do you know if you are healthy? • What can happen to people if they lead an unhealthy life? (Health problems in future, lose confidence in themselves etc.) • ‘It is important to have some time just for yourself’. Discuss. • Can being part of teams and sporting groups help you to make friends? • Describe someone who is always indoors. 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.

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• This lesson can work as a whole-class lesson or in small groups. Ask two students to volunteer to read about Rob’s and Rick’s day. • As a class, read the paragraphs again, discussing the behaviour of each boy. (The worksheet could be photocopied onto an overhead transparency and the unhealthy/healthy behaviour underlined during the discussion.) • In pairs or small groups, the students read about Rob’s day again and discuss ways he could alter his behaviour to give him a more healthy, active life. • Students work independently to write about their own ‘typical’ day. Ask for volunteers to read their writing out loud. • Discuss with the class whether they think each person’s life is an active one. Answers

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1. Rick 2. Rob – sleeping in, choc puffs for breakfast, getting a lift to school, not going outside at recess (due to being tired and not finishing work in class), computer club for whole of lunchtime, watching TV after school (not going outside), eating chips 3. Rick – up early, walking to school, playing hand tennis, playing soccer, feeling good about himself so that he is happy and confident enough to read in front of class, after school activities, team games 4. walk to school (if possible) play outside at recess and play play outside at lunchtime play with next-door neighbour after school or join a club or group not snack on chips have early nights (so awake in class)

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Health curriculum links Additional activities • Ask the students to discuss and write about the following: – Do they think Rob or Rick might have more friends. Why? – Who do they think has more confidence? Explain why. – Who do they think may have health problems when he is older? Explain why. What types of health problems could he face? (asthma, obesity, mental health issues etc.) • Write similar recounts about two very different girls. How could their days possibly be different to Rob’s and Rick’s? 70

Primary health and values

Nat.

3.5

CHL3

NSW

V4, V5, ALS2.6, PHS2.12

Vic.

HPIP0301

Qld

PHIC3.1, PHIC03.6

2.2

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

Be healthy!

Hi! My name is Rob. This is my day!

r o e t s Bo r e p ok u S Hi! My name is Rick. This is my day!

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Teac he r

In the mornings, I often sleep in and so Mum has to bang on my door to wake me up. I always have choc puffs for breakfast and then I get a lift with my Dad to school. In the mornings, I yawn a lot which makes some of my friends laugh. During recess, I usually have to stay in and finish my work. At lunchtime, I eat my lunch really quickly so that I can be first in line for computer club! Mum picks me up from school and I go home and watch my favourite shows. I usually snack on chips until dinnertime. Sometimes Dan from next door pops over and asks me to go outside and play but I’m always too busy. After tea, I go in my room and play my Gameboy™ or read, then it’s bedtime again!

I’m usually ready for school early so my sister and I walk to school and play hand tennis before we have to go in. I like the mornings because maths is my favourite subject! At morning break, we play basketball until the bell goes. I eat my sandwich for lunch and then meet the guys to play soccer. After lunch, the teacher often asks me to read from our class book. (She tells me I am the most confident and clear reader in the class.) After school on Mondays, I have soccer practice and on Thursday we have a match. On Fridays, I go to cubs and we play lots of fun games. By the time I get home, I usually do a little homework and then off to bed.

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Who has the healthier lifestyle? Use a coloured pencil to underline some of Rob’s unhealthy behaviour.

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Use a different coloured pencil to underline some of Rick’s healthy behaviour.

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Write some suggestions for Rob on how he could change his day to be healthier.

• • • •

5 On the back of this sheet, write about a ‘typical’ day for you, using a similar style to Rob

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

Primary health and values

Teachers notes

Tolerance

Indicators • Recognises and values differences in individuals. • Recognises and understands the need for tolerance.

The lesson Discussion points: Why do people look different/the same? What foods do you like to eat that originated in another country? Were you born here? Were your parents? If not, where were they born? Do you follow any traditions/customs at your house which may be different from those of other people? • Why is tolerance important? Does it mean that you have to agree with other people’s beliefs? • Would more tolerance make a difference to conflict that occurs in the classroom, school, community and world? Materials needed/Preparation:

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.

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• Depending on the class, it may be wise to look at the class list prior to this lesson and match students who don’t normally spend time together. What to do: • Begin by pairing the students with partners with whom they do not spend much time. (Note: It may be beneficial to join with another class in the year level.) • Students ask their partners questions and record their responses on the chart. • The pairs can work together to discuss Question 2 and respond to it. Some students may need guidance by asking questions such as: – What would happen if people only liked other people who were the same as them? • Ask students to come together and state one fact about the person they interviewed that they didn’t know before. (Make sure they ask permission from the person first.) • Ask students to share their responses to Question 2. Discuss the importance of being tolerant. Think of examples in the classroom which have happened recently where tolerance may have prevented a conflict among the students (without saying names). Answers

Tolerance is a skill which can reduce conflict. It is an ongoing process. Teaching tolerance is also teaching students not to hate. Teachers can teach tolerance most effectively by modelling tolerant behaviour in the classroom and the playground. Students should be exposed to people, literature and images which are multicultural and which teach them about other faiths, ethnic ties and lifestyles.

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• • • •

Background information

1. – 2. Answers will vary

Additional activities

• minimise generalisations and stereotyping • help students to understand and appreciate the differences between people • highlight the need to combat prejudice and discrimination.

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• Students create a ‘factfile’ about the person they interviewed. Using a digital camera (if one is available) the students can take a photo of their partner and attach it to his/her factfile. These can be displayed around the classroom.

• promote the understanding and acceptance of people with individual differences

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Educating students to be tolerant will:

Primary health and values

Health curriculum links Nat.

3.15

IS3

NSW

V2, INS2.3

Vic.

HPSR0303

Qld

EPD3.1

2.5

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

Tolerance It is wonderful to know there are things about each of us that make us just a little bit different from everyone else. It is our differences that make us special!

Choose a person in your class who you don’t normally spend time with. Complete the table.

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

Your partner’s response

What is your favourite way to spend your weekends?

Teac he r

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What is something you get excited about? What are your favourite types of books to read? What makes you laugh?

How many people are in your family?

What makes you cross?

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If you could eat anything for dinner tonight, what would it be?

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Do you have any pets?

. temusic do you What types of o c like to listen to? . che e r o t r s super Why do you think it is important to be tolerant and accept differences among other people?

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

Primary health and values

Teachers notes

Making decisions

Indicator • Considers the importance of making informed decisions.

The lesson Discussion points: • Who makes a lot of your decisions for you? (parents, grandparents, teachers etc.) • What types of decisions do you make yourself? (What to wear on weekends, what to eat for breakfast etc.) • What can happen if you make the wrong choice? (you can get into trouble, feel bad, hurt somebody’s feelings etc.) What to do:

Having choices and making decisions can have consequences, both positive and negative. Experts believe it is important that children are given choices so that 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. Also, not giving children the freedom to make choices may provoke power struggles between them and their parents or other authority figures.

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You were at your friend’s house in her bedroom. You saw her Gameboy™ and picked it up to play. As you were walking out of the room, you stood on something sharp on the floor. You dropped the Gameboy™ and the screen cracked. Do you put the Gameboy™ back and walk out pretending you never played it or go to tell your friend?

It has been said that if children are to be able to make all of their decisions by the time they are 18years-old and adults, then at nineyears-old they should be making half of their own decisions.

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• Read the information at the top of the worksheet. Students complete Question 1 independently. Discuss responses. Why isn’t it always good to hope a decision gets made for you? Why can we be frightened about making a decision? • Photocopy this page. Cut out the scenarios and hand a different one to small groups of students. The students work together UP the decision ladder to solve their problem.

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Background information

Some decisions are easy and have little consequence, like choosing which breakfast cereal to eat in the morning. There can be more difficult decisions and these need a plan, such as:

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In class, you have just finished a poem that you are quite proud of. Your teacher asks you to read it in front of the class. Some of the kids at the back of the class are sniggering behind their hands. At lunchtime, they come over to you and start making jokes about your poem. What do you do?

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• What is the problem?

• What are my choices?

• What are the consequences of my choices? • My choice is ...

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One of your friends wants you to join the art club with her. Another wants you to start playing netball. Art club and netball are on at the same time. What do you do?

You didn’t finish your maths homework because you were watching a movie. You get to class early the next day to try to finish it but you are running out of time. When you get there, you see a classmate’s finished homework sitting on his desk. What do you do?

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It’s a beautiful sunny afternoon. You have been promising your mum all week that you will help her to cook some cakes and slices to take to your football final tomorrow. Just as you begin, your friend knocks on the door and ask if you want to go to the pool with her and her family. What do you do? You friend is over for the day. You are walking past your older brother’s bedroom and the door is slightly ajar. Your friend looks in and sees your brother’s guitar on its stand. He asks you if he can play it. You know your brother would be furious but, also, that he won’t be home until tomorrow. What do you do?

You are walking near the canteen/tuckshop. You see a few boys standing around another boy. They look as though they are joking around with him by taking his hat and passing it around. One of the group walks up to him and shoves him a little. The boy is getting angrier. His fists are clenched and his face is all red. What do you do? 74

Primary health and values

Health curriculum links Nat.

3.14

SMS3

NSW

V4, DMS2.2, IRS2.11

Vic.

HPSR0302, HPSR0303

Qld

EPD3.4

2.3, 2.5

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

Making decisions Sometimes we have to make some tough decisions and we wonder if we are making the right choice. Sometime we don’t think things through and perhaps make the wrong choice. Wrong choices often mean consequences that we don’t like.

If you have an important decision to make, do you ...

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ask your parents for advice?

talk to a friend about it?

ask someone else for advice?

hope someone else will decide for you?

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solve it all by yourself?

In your group, climb up the decision ladder to help make a decision. Final decision

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Options

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

Primary health and values

Teachers notes

Managing your time

Indicator • Considers the importance of time management.

The lesson Discussion points:

Today, many children are juggling school, after-school care, friends, extra curricular activities and homework. Many students belong to a number of groups or sporting teams outside school and find it difficult to fit in relaxation time and homework. Students can arrive at school tired from their (and their parents’) hectic schedules. Schoolwork can become overwhelming for them. C ommunication between teachers and parents is essential. Parents may not realise how tired or possibly stressed their children are until they hear it from a teacher. Children need time to relax— time alone in the day where they are just reading, playing or listening to music.

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• Discuss with the class the points above. Write on the board ‘time management’. Ask the class what they think this means. Discuss Question 1. Ask the class to mark on the scale how they feel about their time. Go through each one of the statements on the scale. Ask a student who circled each to discuss why he/she circled it. • Students complete Question 2 independently. After some time, bring the class together and allow students to share their responses. • Discuss the importance of making time to relax. What are good things to do when you want to relax? (listen to music, read, rest, go for a slow walk etc.) Students write what they do to relax. • Before students complete Question 4, ask them to decide if they think they manage their time well. Students who are often late or don’t always complete their homework may not be managing their time well. Ask the class if they feel they manage their own time or if their parents do. Discuss. • Students write a resolution at the bottom of the page. Ask students to share their resolution with the class if they wish to. Answers

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• How do you think it feels to be ‘stressed’? What happens to your body? • Relaxation is very important to our health. Discuss. • How does it feel when you are tired at school? (Can’t concentrate, wishing you were in bed etc.) • What do you do during the week that can make you feel tired at school? • How much sleep is ‘enough sleep’? • Do you fit in everything that you want to do in a day? • When is a good time to do your homework? What distracts you when you are doing your homework? What to do:

Background information

Answers will vary

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Additional activities

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• Give the students a weekly timetable. They take it with them for the whole week (Monday to Monday). During this time, the students record what they are doing using one-hourly intervals. Help them by including a key such as: r = relaxation, s = sleep, e = eating etc. Students look at their timetable the following week and highlight the time they have to just relax. Students count up the hours. Is it enough time? How can they make more time to relax? • Using special paper and calligraphy pens, ask students to write their resolutions and put them on display. After a few weeks, students can read their resolutions again. Hold a discussion deciding if they have worked towards managing their time better.

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1. – 4.

It is important that students know they can take control of the time that is their own. Even at a young age, children can begin to develop responsibility for their choices and time management. For many, they can choose to do their homework (or tell their parents that they have homework) or they can choose to do something else. They can also learn how to be efficient with their time. For example, doing homew ork in front of the television while eating snacks is not the most efficient way to complete it.

Primary health and values

Health curriculum links Nat.

3.13

SMS3

NSW

V4, DMS2.2, PSS2.5

Vic.

HPSR0302

Qld

EPD3.4

2.5

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

Managing your time As you get older, there are lots of things you need to fit into your day. Along with going to school and family outings, you may be involved in different groups, activities and interests. There are also chores to do and, of course, homework!

Mark on the scale how you feel about your time.

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What kinds of things do you do during the week and on the weekends? Complete the table. school

Tuesday

school

Wednesday

school

Thursday

school

Friday

school

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Monday

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Make a resolution! (A resolution is like a promise to yourself. People often make resolutions on New Year’s Eve before the new year begins.) Think of ways you can help yourself to manage your time better. Write a resolution and check in a few weeks if you have done anything to make the resolution come true.

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It is important for everyone to have time to relax. What do you do to relax?

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resolve to

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

Primary health and values

Teachers notes

A healthy environment

Indicator • Collaboratively identifies ways in which people can work to solve and reduce environmental problems.

The lesson Discussion points:

Many people have come to realise that one of our basic needs in life is a healthy environment. We can choose to become involved in making changes to our lifestyles so that the things we do decrease the detrimental impact on the environment. We can also undertake activities to improve the environment.

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• Organise the class into small groups. Explain that they have to discuss each heading in Question 1 and identify ways that they, their family and the community could help to improve the problem. Students write down their findings and illustrate them. • Still in the small groups, students choose an environmental issue and find out more information about it. They can do this by going to the resource centre or looking on the Internet. Depending on the time frame, students could also go to the local council and find out what is being done locally. • Students create their posters for Question 2, making sure they are eyecatching and informative. The posters could be displayed around the school or in a local facility. Answers

For y oung 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.

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• How do we know the environment isn’t in the best shape? (Through the media etc.) • What do you think is happening to damage the environment? • Do you think the life your parents had at your age is different from how we live today? How? What about your grandparents? • ‘We can’t do anything to help the environment. Only politicians, movie stars and millionaires can help!’ Discuss. What to do:

Background information

1. – 2. Answers will vary

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Additional activities

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• Have a ‘green’ day where the students come to school dressed in green. Spend the day participating in ‘green’ environmentally-friendly activities. • Visit a national park. • Go on a bushwalk. • Investigate whether or not the local community has considered the environment. What has been done to protect it? What has happened in the past to disrupt it?

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Health curriculum links

Primary health and values

Nat.

3.11

IS3

NSW

V4, COS2.1, DMS2.2 PSS2.5, SLS2.13

Vic.

HPIP0301

Qld

PHIC3.5

2.6

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

A healthy environment One of our basic needs in life is a healthy and clean environment. We can all try to live in a way that improves the natural environment and damages it as little as possible. There are many ways we can get involved in caring for the environment.

In your group, read each heading and discuss what you can do to help the environment be healthier. Write about each one and draw a picture.

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Recycling rubbish

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Teac he r

Water conservation

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Loss of native animals

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Clearing of habitats

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Choose an environmental issue and create a poster that will inform everyone in the school of the problem. Make your poster eye• What is happening to damage the environment? catching so people • What can we do? will stop to read it! • What is being done to prevent the problem? R.I.C. Publications – www.ricgroup.com.au

Primary health and values