Primary Health and Values: Book E - Ages 9-10 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-0578 4.5/423

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

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ISBN 1 74126 077 9 RIC–0578

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

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

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Personal development and relationships I am the best! .................................................. 42 – 43 Self-esteem ..................................................... 44 – 45 Strengths and weaknesses .... .................... 46 – 47 Are boys and girls always treated the same? ........................................................ 48 – 49 Taking risks ...................................................... 50 – 51 Peer pressure ................................................. 52 – 53 Bullying ............................................................. 54 – 55 Family matters ................................................. 56 – 57 Relationships .................................................. 58 – 59 Conflict resolution ......................................... 60 – 61 Conflict resolution scenarios ...................... 62 – 63 Values ............................................................... 64 – 65 Fair play ............................................................ 66 – 67 Tolerance .......................................................... 68 – 69 Respecting each other ................................. 70 – 71 Making decisions ........................................... 72 – 73 Managing your time ....................................... 74 – 75 Setting goals ................................................... 76 – 77 A healthy environment ...................................78 – 79

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Healthy lifestyles Healthy eating habits ........................................... 2 – 3 How food helps our body ................................... 4 – 5 Junk food ................................................................. 6 – 7 A healthy lifestyle ..................................................8 – 9 Smoking ............................................................ 10 – 11 Drugs ................................................................. 12 – 13 Changes ............................................................ 14 – 15 Puberty ............................................................... 16 – 17 Life changes ..................................................... 18 – 19 Get physical ..................................................... 20 – 21 Keeping fit ......................................................... 22 – 23 Our health and the environment .................. 24 – 25 Community health ........................................... 26 – 27 Street smart ...................................................... 28 – 29 First aid .............................................................. 30 – 31 Fire safety ......................................................... 32 – 33 Choosing health products ............................ 34 – 35 Fitness choices ............................................... 36 – 37 Making the right choice ................................. 38 – 39 Groups .............................................................. 40 – 41

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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 E. These indicators can be transferred across to the assessment proforma on page x. By using proformas, teachers can meet the needs of outcomebased learning experiences in health education. The format of each page is ideal for inclusion in student portfolios or for reporting purposes. Using proformas allows teachers to provide a well explained, logically presented indication of progress to both students and parents. Indicators have been developed as a basis for determining progress towards achieving outcomes. Healthy lifestyles Pages 2 – 3

• Understands the importance of developing healthy habits by eating a balanced diet.

Pages 4 – 5

• Recognises that different foods have different health benefits.

• Understands the importance of a healthy active lifestyle

Pages 10 – 11

• Understands the dangers of cigarette smoking to make informed choices.

Pages 12 – 13

• Demonstrates an understanding of the problems associated with both legal and illegal drugs.

Pages 16 – 17

Pages 18 – 19

Pages 26 – 27

• Recognises the importance of community health workers and the services they provide.

Pages 28 – 29

• Recognises appropriate strategies to deal with unsafe situations. • Recognises the importance of a first aid kit and what first aid can be applied in different situations. • Understands the importance of fire safety and knows what to do in an emergency.

Pages 30 – 31

Pages 32 – 33

• Understands the physical and emotional changes related to puberty.

• Recognises changes in achievements and responsibilities and the things that may have influenced them.

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

• Demonstrates an understanding of the importance of participating in physical activity.

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Pages 34 – 35

• Recognises that there are different factors which influence our choice of health products and services.

Pages 36 – 37

• Recognises that different factors can influence the fitness choices we make.

Pages 38 – 39

• Understands the importance of making decisions and being able to justify them.

Pages 40 – 41

• Understands the importance of belonging to different groups and the different roles and responsibilities required.

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Personal development and relationships Pages 42 – 43

Pages 44 – 45

Pages 46 – 47

Pages 48 – 49

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Pages 14 – 15

Pages 24 – 25

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Pages 8 – 9

• Understands why it is important to keep fit and the benefits associated with participation in physical activity.

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• Understands what is meant by junk food and demonstrates an awareness of the role junk food plays in their diet.

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Pages 6 – 7

Pages 22 – 23

• Considers the importance of selfworth. • Shows an understanding of selfesteem. • Considers some ways self-esteem is influenced. • Identifies strengths and weaknesses. • Identifies steps to achieve a goal. • Writes phrases to provide encouragement towards achieving a goal. • Gains an understanding of the types of expect ations and assumptions people can have about boys and girls.

• Considers what effects these expectations and assumptions can have on people’s lives.

Pages 50 – 51

Pages 52 – 53

Pages 54 – 55

• Considers the consequences in taking risks. • Considers the effects of peer pressure. • Identifies bullying situations and those being bullied. • Identifies feelings associated with being bullied. • Identifies strategies to cope with bullying.

Pages 56 – 57

Primary health and values

• Understands the importance of family. • Considers the relationships within his/her own family. R.I.C. Publications – www.ricgroup.com.au

Assessment indicators Pages 58 –59

Pages 60 – 61

Pages 62 – 63

• Understands what makes a good relationship. • Understands the importance of good relationships. • Reads and discusses steps to resolve conflicts in a mutually acceptable way.

Pages 70 – 71

• Uses steps to solve conflict scenarios.

Pages 72 – 73

• Reads and discusses conflict resolution scenarios. • Gains an understanding of what a value is. • Reflects on his/her own values.

Pages 64 – 65

Pages 68 – 69

• Identifies ways of showing respect to others. • Writes statements which indicate respect.

Pages 74 – 75

• Reads and follows decisionmaking steps to solve a problem. • Identifies activities completed during the week. • Completes a time management plan. • Completes a plan for achieving a goal. • Sets goals in a number of areas. • Completes questions about goalsetting. • Reads a poem about keeping the environment healthy. • Offers suggestions about how to keep the environment healthy.

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• Gains an understanding of the term fairplay. • Values fair play.

• Discusses and identifies tolerant and intolerant behaviour.

Pages 78 – 79

• Suggests solutions to scenarios or more tolerant behaviour.

Using the health and values assessment proforma (page x)

An explanation of how to use the proforma.

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Pages 66 – 67

• Identifies ways of showing selfrespect.

Learning area

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

Task(s)

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

Assessment

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

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

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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.

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

Primary health and values

Assessment proforma – health and values

Name

Year

Term

Learning area

Task(s)

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The student was asked to:

Outcome(s)

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Needs further opportunity

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The student:

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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

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

Primary health and values

Teachers notes

Healthy eating habits

Indicator • Understands the importance of developing healthy habits by eating 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. The importance here is a balance of the different groups. Patterns of eating too little or too much of one food group should be discouraged from an early age as they can lead to problems later.

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• What types of foods are considered healthy? • What types of foods should we eat the least of? • What does it mean to eat a balanced diet? • How can we balance our diet? • What are the different groups that are found in the Healthy Eating Guide? • Describe how you might feel if your diet is not well-balanced. • How can we maintain a healthy, active lifestyle? 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 in the Healthy Eating Guide and discuss the types of foods found in each. Recount personal meal choices to the class, or ask a student to volunteer. Use these examples to decide whether choices are healthy or unhealthy, and which groups different foods belong to. Model a balanced diet by discussing with students different foods that would be suitable for different meals in a day. Ask students to complete Question 1 by planning a balanced diet, using the Healthy Food Guide. • Discuss how eating too many unhealthy foods, like chocolate, burgers, sweets etc., can make you feel sluggish and tired. Brainstorm other words that describe how you feel after eating unhealthily. Ask students to write words in the space to describe their feelings. • Talk about how even though most people understand the importance of healthy eating and maintaining a balanced diet, many do not always achieve their goals. Ask students to look carefully at the Healthy Eating Guide and decide which foods they eat too much of, and which they do not eat enough of. Have them decide which groups their diet is mostly made up of. Direct students to think about how they could improve their diet. What can they eat more of? Less of? Allow students time to complete Question 3 by completing the sentences. Discuss how eating healthy foods can make you feel, for example, you may have more energy and not feel so tired. • Discuss how many of the students may have a healthier diet because their parents influence what they eat. Imagine they could choose any foods for a day. Would their diet consist of healthy or unhealthy choices? • Provide an example of an acrostic poem. Work as a class to create an acrostic poem, using a similar word to ‘Balanced’; for example, ‘Healthy’. Ask students to create their own acrostic poem that shows the benefits of healthy eating. Answers

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Health curriculum links

1 – 4. Teacher check. Answers will vary

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3.8

Additional activities

CHL3, SMS3

• Provide students with newspapers and/or store catalogues. Ask students to find ten different foods and cut them out. Glue (or write/draw) onto paper to complete a balanced diet for a day. Write the price of each item, as found in the paper. Mark whether the food is healthy or unhealthy. Write for which meal they would eat that food. Write how often each food is included in their diet.

NSW

PSS2.5, PHS2.12, V4

Vic.

HPIP0301

Qld

PHIC3.2

2.8

Primary health and values

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

Healthy eating habits

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Use the Healthy Eating Guide to plan a balanced diet for a day.

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© R. I . C.Publ i cat i ons •f o rr ev i e wmight pu po se smany on l y•foods. Write words to describe how you feelr after eating too unhealthy Complete the following: (a) My diet is mostly made up of foods from the following groups:

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o c . c e (b) I could improve my h diet by eating more r er o t s super and less (c) When I eat healthy foods, I feel

(d) If I could choose any foods I wanted, my diet would probably be: On the back of this sheet create an acrostic poem, using the word ‘BALANCED’, that shows the benefits of healthy eating. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

How food helps our body

Indicator • Recognises that different foods have different health benefits.

The lesson Discussion points:

Background information • 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, pita etc.

• 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.

• Discuss the different foods needed to ensure a healthy body. As a class, work through the main types of fuel that the body needs and which foods to eat to provide for a healthy body. Ensure students know the difference between ‘good’ fats and ‘bad’ fats. Discuss how vegetarians can still maintain a healthy diet, even without meat for protein. Ask any students to volunteer information about allergies, food dislikes or medical conditions that may prevent them eating certain foods. Ask students to consider the statements in Question 1 and write true or false for each. • Students should be able to complete the open-ended statements in Question 2 by using information provided in the table. • Ask students to consider different ways of avoiding too much ‘bad’ fat in their diets. Have them list some suggestions to answer Question 3. • Talk about how some people may have a dislike of certain foods. For example, they may not like milk. How can someone still have dairy products included in their diet, even if they don’t particularly like the taste? (For example, milk can be flavoured or made into a milkshake.) • For Question 4, ask students to plan three healthy meals to provide them with the necessary fuel to maintain a healthy body. Answers

• 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 yoghurt can be used in dips.

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• Fruit is a source of vitamins, folate, 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.

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• Students need to understand that there are different foods which provide different benefits to the body. What are some common foods and what benefits do they provide? 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? • How do vegetarians get the necessary protein for a healthy diet? • What problems can too much fat cause to the body? What to do:

• 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.

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1. (a) true (b) true (c) true (d) true (e) true 2. (a) Dairy products will provide carbohydrates, fat and protein. (b) Vegetables help to provide energy. (c) Meat will help to build up muscles, organs and glands and help repair them. (d) I need water to help the blood carry food to all parts of the body. 3. Reduce fat by choosing low-fat dairy products, cut off fat before cooking/ eating, avoid fried food and chicken skin. 4. Teacher check

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• Meat, fish, poultry, eggs and nuts provide iron and zinc. Choose lean meats and avoid frying or roasting in fat.

Health curriculum links Nat.

3.8

Additional activities

CH3, SMS3

• Research the dietary needs of a diabetic. Use the Internet or other sources to find facts about the disease, how people manage it and what foods need to be avoided or eaten. • Ask students to make a list of ten of their favourite foods. Have them draw each food, and decide what type of fuel is contained and what the body needs that food for.

NSW

PHS2.12, V4

Vic.

HPIP0301

Qld

PHIC3.2

2.8

Primary health and values

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

How food helps our body

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

Answer true or false to these questions.

ew i ev Pr

Teac he r

Your body is like a machine. It runs on the fuel it gets from what you eat. If it doesn’t get the right kind of fuel, it may not work properly. Our bodies need a variety of different foods to provide us with enough fuel to maintain good health.

(a) Vegetarians can still get enough protein from other food groups. .....

© R. I . C.Publ i cat i ons of carbohydrates. ........................................................................................... •f orr evi ew pur posesonl y• (c) There are good and bad types of fat. ........................................................ (b) Eating a lot of bread and vegetables will give you plenty

(d) Too much fat can cause weight problems ...............................................

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m . u

(e) You need to drink water every day to stay healthy .................................

Too much fat can cause problems like . and heart disease. Suggest ways te will provide me with obesity (a) Dairy products o to avoid too much fat in your diet. c . che e r o ruper st (b) Vegetables help to provide s Complete the following.

(d) I need water to

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

On the back of this page, plan three healthy meals that will provide your body with protein, carbohydrates, fat and water. 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 their diet.

The lesson Discussion points:

A balanced diet is important in maintaining a healthy lifestyle. Most people do not always manage to eat a per fectly 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 diets and take steps to decrease the amount they consume.

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

ew i ev Pr

Teac he r

• What is junk food? • How is junk food bad for you? Discuss how many junk foods are high in sugar, fat and salt. They often lack nutritional value, are ‘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

• In Question 1, ask students to work alone, or with a partner, to make a list of all the different types of junk foods they like to eat. As a class, create different headings that the foods can be grouped into; for example, sweets, fast food, drinks, snacks and so on. • Ask students to help create a list of the main fast food outlets they may visit. Conduct a class survey to find out the most popular outlets. Ask students to complete the table in Question 2, using the class results. • Discuss why students have selected certain outlets as their favourites. Allow students to complete the answers to Question 3. • Talk with students about some of the social/emotional aspects of eating junk food. Discuss how many people may eat junk foods when they are unhappy or upset, perhaps as a comfort food. Students may be influenced to eat more junk food when they are with their peers. Talk about the problems associated with eating too much junk food, in particular the risk of putting on weight and developing poor eating habits. Allow students to complete Question 4. • Allow students time to think about situations when they might eat more junk food than usual. This could be when they are alone, with friends, watching television, on weekends or when they are sad or stressed. Students complete Question 5. • Discuss goal setting. Make goals simple, realistic and achievable. Ask each student to write down two goals, with a realistic time frame, that may help him/her to reduce the incidence of junk food in his/her diet to complete Question 6. Answers

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1 – 6. Answers will vary.

m . u

o c . che e r o t r s super

Health curriculum links Additional activities • Create a television or radio jingle to advertise a healthier fast food outlet. These could be incorporated into advertisements that are performed in front of the class. Alternatively, a print advertisement could be designed. • Design a brochure or pamphlet that shows healthy alternatives to junk food.

Primary health and values

Nat.

3.7

CHL3, SMS3

NSW

COS2.1, PHS2.12, V4

Vic.

HPIP0302

Qld

3.2

2.8

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

Junk food Make a list of the junk foods you like to eat.

Complete the table to show the favourite fast food outlets your class members prefer.

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

Total

(a) What is your favourite fast food outlet? (b) Why?

ew i ev Pr

Teac he r

Fast food outlet

© R. I . C.Publ i cat i ons (a) I am more likely to eat junk food when I am sad or upset. ...................... •f orr evi ew pur posesonl y• (b) I have a fast food meal at least once a week. ............................................ Answer true or false for the following statements.

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m . u

(d) I like to try out new junk foods when I see them advertised. .................

(e) I like to eat junk food in front of the television. ..........................................

. te o Describe two situations when you might Write down two c goals that can help you . find yourself eating more junk food than to reduce the amount of junk food you c e h r usual. include in your diet. er o st super (a) (a) (f) I eat junk food after I have done something physical. ...............................

(b)

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

(b)

Primary health and values

Teachers notes

Healthy lifestyle

Indicator • Understands the importance of a healthy active 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 the following categories:

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

• Discuss with students the importance of creating a balanced lifestyle. To do this, we need to ensure a healthy diet, regular sleep, relaxation and exercise, healthy relationships with others and a positive self-esteem. Make a class list of all those things that students may volunteer in a class or group discussion. Ask students to think carefully about the statements listed in Question 1 and complete the report by colouring or ticking the relevant circle. • Discuss goal setting. Make goals simple, realistic and achievable. Ask each student to complete Question 2 by writing two goals that may help him/ her to achieve a healthier, more balanced lifestyle. • Discuss how some activities that we are involved in can be classed as passive, while others are more active. Ensure students understand that there is a place for more passive activities, as we all have a need for relaxation. They should be directed to looking at whether they are involved in too many passive type activities. Ask students to consider the activities listed in Question 3 and indicate whether they are passive or active with a P or an A. Allow students time to reflect on the types of activities they are involved in and what they may need to do to balance their lifestyles better. • Ask students to create a mural of different pictures that reflect how their lifestyle is balanced and healthy for Question 4. Answers

• 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.

ew i ev Pr

Teac he r

• 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? • How can you balance your life? • Are you involved in more passive or active activities? What to do:

Background information

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m . u

1 – 2. Answers will vary 3. (a) Active: playing football, swimming, walking to a friend’s house, shopping Passive: watching television, playing computer games, reading a book, completing homework (b) – (c) Answers will vary 4. Teacher check

o c . che e r o t r s super

Additional activities

Health curriculum links

• Design charts or posters that offer ‘How to’ advice on topics such as ‘How to make friends’, ‘How to stay physically healthy’, ‘How to eat well’, ‘How to feel good about yourself’. • Write a magazine article that shows the different ways students can achieve a healthy, balanced lifestyle.

Primary health and values

Nat.

3.5

CHL3, SMS3

NSW

ALS2.6, V4

Vic.

HPIP0301, HPMP0302

Qld

DCSPA3.3

2.2

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

Healthy lifestyle Complete the lifestyle report. I… always

sometimes

hardly ever

have a healthy well-balanced diet. exercise every day get enough sleep every night

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

have good relationships with friends get on well with my parents

eat a healthy breakfast each morning

ew i ev Pr

Teac he r

enjoy physical activities

enjoy trying new foods eat a lot of junk food like to relax

feel good about the person I am

get on well with my siblings

•

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m . u

• (a) Decide which of the following are passive activities and which are active. Place a P for passive or an A for active.

watching television playing football . te walking to a friend’s house o playing computer games c . che e reading a book swimming r o t r s shopping super completing homework

(b) Are you involved in more passive or active activities? (c) How could you balance the type of activities you do?

On the back of this page, illustrate the ways in which you feel your lifestyle is balanced. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Smoking

Indicator Background information

• Understands the dangers of cigarette smoking to make informed choices. The lesson Discussion points:

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

• Ask students to work in small groups or pairs to role-play a variety of situations that relate to smoking cigarettes. Provide each group with a situation and allow them to work on developing their ideas, with the objective of presenting it to the class. Discuss some basic rules for group work; for example, respect other people’s ideas, show an interest, contribute your ideas. Following are some suggestions for role-play situations: – How to deal with someone smoking in the car you are travelling in – A friend offers you a cigarette – An adult smokes in the home and it affects you – What to do when others are smoking in a public area. Students complete Question 1. • Discuss possible reasons why people may take up smoking. Ask students to volunteer ideas and then to think about any of the reasons that they may relate to. Allow students to write down two reasons for Question 2. • Discuss the ‘rights’ of smokers and how laws in Australia have changed. For example, cigarette advertising is banned in all forms of the media, there are no-smoking areas in restaurants, most sports grounds are smokefree. Discuss how smoking was permitted in most public areas in the past and why things have changed. Allow students to share their opinions in relation to the statement presented and write their personal opinion, preferably giving reasons why, to complete Question 3. • Ask students to write down all the facts discussed, and those they already knew, about the dangers and effects of smoking for Question 4. • Describe how passive smoking can affect others and that it is believed by some anti-smoking groups to cause many health-related problems, similar to those of some smokers. Ask students to explain in their own words what the term in Question 5 means. • Show some examples of cartoons from a newspaper or magazine and ask students to draw their own cartoons, showing the dangers of cigarette smoking for Question 6. Answers

ew i ev Pr

Teac he r

• Why do you think people may take up smoking? • Why do you think some people still smoke even when they know it’s dangerous to their health? • Why does the government spend money 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:

Research shows that smoking is the single greatest preventable cause of disease in the developed world. There are approximately 19 000 smokingrelated deaths in Australia every year. Smoking is a major cause of heart disease and many cancers, including lung, mouth, throat, stomach, kidneys, pancreas, bladder and colon cancers are attributed to smoking. Emphysema, ulcers, asthma and bronchitis are also linked to smoking. There are approximately 4000 chemicals found in cigarette smoke, with about 40 identified as cancer-causing agents. Passive smoking is the inhalation of other people’s cigarette smoke.

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o c . che e r o t r s super

1 – 6. Teacher check

m . u

Health curriculum links Nat.

3.9

CHL3

NSW

PHS2.12, SL2.13, V4

Additional activities

Vic.

HPIP0301

• Design a poster that shows the dangers of cigarette smoking or how to say ‘no’ to smoking. • Create an acrostic poem using the word ‘Smoking’.

Qld

PHIC3.1

2.6

Primary health and values

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

Smoking (a) Describe the role-play situation that you were involved in.

(b) What suggestions were offered to resolve the situation?

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

ew i ev Pr

Teac he r

Peer pressure is often one of the reasons why some younger people may take up smoking. Suggest two other reasons why someone may take up such a dangerous habit. • •

Discuss the following statement:

‘Smokers should only be allowed to smoke in their own homes.’

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m . u

What is your opinion?

Complete the box with facts you know about the dangers of cigarette smoking.

o c . DANG ERS ch e r er o t s super

Explain the term ‘passive smoking’.

On the back of this page, draw a cartoon showing the dangers of cigarette smoking.

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

Primary health and values

Teachers notes

Drugs

Indicator • Demonstrates an understanding of the problems associated with both legal and illegal drugs.

The lesson Discussion points:

Research has shown that the health and social problems associated with legally available drugs, such as alcohol and tobacco, are far reaching. Although the availability and range of illegal drugs has increased, those drugs that are legally available have more impact on our society.

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

ew i ev Pr

Teac he r

• 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? • Why do you think alcohol and cigarettes are legally available? • How will you say no to drugs? What to do:

Background information

• Create a class list that shows the different types of drugs students are aware of. Allow students to comment on any facts, or myths, as they volunteer ideas. Discuss those drugs legally available in our society, and those that are illegal. Ask students to think about the drugs that may have the biggest health and social impact on the community. Students should appreciate that it is usually alcohol and tobacco that have the widest reaching effects. Many students assume that those illegal drugs they hear about are the ones that cause the most problems. Ask students to classify the list into illegal and legal drugs to complete Question 1. • Discuss how alcohol is perceived as a social aspect of our society and that many people are responsible drinkers. Be sensitive to those students who may have personal family issues relevant to this topic. Students need to understand that, like any addiction, alcohol can cause severe health and social problems. However, it can also be used responsibly and in moderation. Students may wish to volunteer personal accounts of incidents relating to alcohol use. Have any students tried alcohol? Was there a special occasion? How do you feel when adults are drinking? What do you think are the biggest problems associated with alcohol? Ask students to consider the statement in Question 2 and give their opinion. • Revisit the list of illegal and legal drugs and ask students to decide which drug they think has the biggest impact on society. Ask them to provide reasons for their answer in Question 3. • Discuss ways of saying no to drugs that may be offered. Have students work in pairs or small groups to role-play a scenario where they may be offered a drug. After students have presented their scenarios to the class, ask them to consider one situation and create a cartoon strip for Question 4 to highlight how they would say no. Answers

w ww

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m . u

o c . che e r o t r s super

1 – 4. Answers will vary

Health curriculum links

Additional activities • Have students use the Internet to research the effects of alcohol and find statistics that support the health and social problems associated with it. • Design posters to reinforce ways of saying no to drugs.

Primary health and values

Nat.

3.9

CHL3

NSW

SLS2.13, V4

Vic.

HPIP0301

Qld

PHIC3.1

2.6

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

Drugs In our society there are many different drugs that people use for a variety of reasons. Some drugs are legal and widely used. Others are illegal. Many drugs can lead to addiction, causing health and social problems. Make a list of all the different drugs you can think of. Illegal Drugs

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

ew i ev Pr

Teac he r

Legal Drugs

All drugs should be made illegal.

To the Editor,

I am a ten-year-old student and I am writing to give my opinion on drugs. I think that all drugs (except for medicines) should be made illegal. People always talk about problems with drugs like heroin and the other ones that are illegal. I think the biggest problems we have are because of alcohol and cigarettes. Alcohol doesn’t just affect one person. People get drunk and drive their cars and kill other people on the road. They fight and hurt other people when they are drunk. I think some adults do really stupid things when they are drinking. Cigarettes kill thousands of people every year, more than heroin, I think. Why should people be allowed to drink alcohol and smoke cigarettes when they both cause so many problems?

Give your opinion.

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m . u

Which drug do you think causes the most social problems in society? Give reasons for your answer.

o c . che Drug: e r o t r s super

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

On the back of this page, draw a cartoon strip that shows one way you could refuse a drug that was offered to you. Primary health and values

Teachers notes

Changes

Indicator • Understands that physical and emotional changes have an impact on how we deal with things.

The lesson Discussion points: How do you feel when things change in your life? What changes have affected you the most? How do people deal with change? What physical changes have you experienced since starting school? Think about happy times in your life. Were there any changes during this time? • Can you group some major changes into negative and positive? What to do:

All through our lives, changes will occur. Some of these changes may be small, some major. They may be physical or emotional, positive or negative. Recognising changes and coping with them are important issues that students need to deal with.

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

ew i ev Pr

Teac he r

• • • • •

Background information

• Discuss some of the things, both physical and emotional, that may affect how the students have changed. The teacher may relate a personal experience that changed his/her life in some way. Discuss positive and negative changes. Ask students to volunteer experiences that have changed their life in some way. Be sensitive to those students who may not to wish to share their experiences. Ask students to consider what their feelings were at the time of these changes. Allow students time to list 4 – 6 changes for Question 1 that have had an impact on their life and think about the feelings they had at the time. Students may use the back of the page for extra space. • Discuss how some changes which students may experience can affect different people in different ways. Some may have positive experiences, while others have more difficult experiences. Ensure students appreciate that we all cope with change in different ways. Ask students to consider the statements listed in Question 2 and indicate their responses. Unless individual students want to volunteer, the responses to these statements may be too personal to share. • Teachers may relate a personal experience that illustrates a very happy period in their lives. If possible, try to incorporate an event that involved a positive change. Ask students to consider a time when they were really happy and think about whether there were any changes during this time. Allow them time to write about their experience in Question 3. Some students may wish to volunteer to share their experience and discussion may ensue. • Use responses from previous activities to discuss how different people cope with changes. Talk with students about how we need to be sensitive to others when a change in circumstance may be affecting them. How can we help others to deal with changes? Ask students to role-play or discuss in small groups. Allow students time to write suggestions for helping others to deal with change in Question 4. Answers

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m . u

o c . che e r o t r s super

Health curriculum links

1 – 4. Teacher check

Nat.

3.1

Additional activities

SMS3

• Think about how your life might change between now and the time you leave primary school. Write a diary entry that describes some of the changes that may happen to you by the last day of primary school. • Create a class mural that represents changes that students have experienced. These may include physical and emotional changes.

NSW

GDS2.9, V1

Vic.

HPSR0301

Qld

EPD3.3

2.4

Primary health and values

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

Changes Make a list of the physical changes that have happened to you since you started school. These may include changes in your appearance, in your family structure, or moving house or school. Physical changes

Impact on my life

My feelings at the time

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

(a) I’m happy with the changes in my physical appearance. (b) Having to change schools is a difficult experience. (c) I feel confident when there is a major change in my life.

(d) I prefer not to have too many big changes in my life right now.

ew i ev Pr

Teac he r

Decide how the following statements make you feel.

(e) Major changes make me unhappy and a little insecure.

(f) I look forward to the different changes that are going to affect me.

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Write two suggestions you might offer to someone who is experiencing a difficult change in his/her life.

m . u

Write a paragraph to describe a period in your life when you were the happiest. Did you experience any changes during this period?

o c . che e r o t r s super

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

Primary health and values

Teachers notes

Puberty

Indicator Background information

• Understands the physical and emotional changes related to puberty.

The lesson Discussion points:

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

• Students need to understand that puberty affects boys and girls at different ages and, even then, all girls or boys do not go through the same things at the same times. It is important to be sensitive to individual student’s experiences and ensure no-one is singled out. Creating a warm, caring and honest environment will help to alleviate any embarrassment or pressure, so students can feel comfortable in sharing their thoughts. The teacher may choose to use commercially available pamphlets or personal knowledge to explain some of the physical and emotional changes triggered by puberty. The teacher may wish to start by asking students to volunteer any changes they already know to create a class list. These can be discussed as they are brought up and listed. Read out or allow students to decide which changes affect males, females or both to complete Question 1. • Ensure students understand that the diary entry is private, unless someone wishes to volunteer to read his or her entry. For Question 2 students write an entry that describes some of the changes that may have already happened to them, or will happen to them. Reinforce that not everyone will have experienced any changes, while others may have many to write about. • Ask students to think of five words in Question 3 that best describe how they feel about going through the stages of puberty. Answers

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Teac he r

• What is puberty? • Do boys and girls go through the same stages, at the same times? • What physical changes will happen? • What emotional changes will you experience? • Why is it such a difficult time for some people? • Why do we need to go through puberty? What to do:

Puberty is the period during which a child develops to sexual maturity. Puberty is triggered by the release of hormones from the ovaries in girls and the testicles in boys. The female’s eggs (ova) mature and the male produces sperm. Puberty begins around 10 –14 years in girls and one or two years later in boys. The age at which puberty occurs depends on a wide range of factors, including heredity, diet, exercise and the amount of body fat. Puberty not only causes physical changes; the way young people think and act also changes.

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. te

Additional activities

m . u

(e) males (f) females (k) females (l) both

o c . che e r o t r s super

• Write an acrostic poem to describe some of the changes that occur during puberty. • Work in pairs to design a leaflet that describes some of the basic changes that boys and girls will experience during puberty. If possible, design the leaflet using a publishing application on the computer.

Primary health and values

Health curriculum links Nat.

3.1

SMS3

NSW

GDS2.9, V1

Vic.

HPSR0301

Qld

EPD3.3

2.4

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

Puberty Puberty is the time when your body changes, develops and matures. These changes are normal and will affect different people at different times. Decide whether these changes occur in males, females or both. Changes

Both

Females

Males

(a) hair starts to grow under arms and in the pubic area

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

(b) mood swings are common (c) breasts develop

(e) facial hair begins to grow (f) period begins (g) penis grows in size (h) voice becomes deeper

ew i ev Pr

Teac he r

(d) pimples

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(m) huge growth spurt (n) begin to take an interest in the opposite sex

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m . u

(l) body odour changes

o c . che e r o t r s super

Write a diary entry to describe some of the physical and emotional changes you may have already noticed, or think will happen. Dear Diary, I’ve noticed that …

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

Write five words to describe how you feel about going through puberty. I feel …

Primary health and values

Teachers notes

Life changes

Indicator • Recognises changes in achievements and responsibilities and the things that may have influenced them.

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 are some of the things that influenced the changes in your life? • How have your responsibilities changed over the years? What to do:

As children grow and develop, they acquire skills, knowledge and attitudes to affect their view of themselves and their relationship with others. Children learn to become risktakers and achieve success or learn from their failures.

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

As children mature and develop, they are capable of taking on different roles and responsibilities. Children should develop self-esteem by carrying out responsibilities well and achieving success in a variety of areas.

ew i ev Pr

• Discuss with students how life changes. Talk about how we have different achievements and responsibilities at different times of our life and that we will learn different things, depending on our age and other influences. What responsibilities does a baby have? What types of things might a baby learn? Will a baby have any achievements to list? Discuss how things change and allow students time to complete the table for Question 1. • Discuss how different people, places and events will have an influence on some of life’s changes. Ask students to volunteer experiences that may have had an influence on their life. After students have listed major influences in the three given categories in Question 2, ask them to highlight the biggest influence from each group. Answers

Teac he r

Background information

Changes encourage children to attempt new things, which add to their development.

1 – 2. Answers will vary

Additional activities

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m . u

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• Create a class mural to show the different responsibilities, achievements and things learnt at each of the different age groups. Students could illustrate examples and add to the mural. • Ask students to imagine their achievements, responsibilities and things they hope to learn at age 17 and then at age 25.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.1

IS3

NSW

GDS2.9, IRS2.11, V1

Vic.

HPSR0301, HPSR0302

Qld

EPD3.3

2.4

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

Life changes

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

ew i ev Pr

Teac he r

Create a time line that shows some of your achievements, responsibilities and the things you have learnt.

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m . u

By now, you will already have experienced many different changes in your life. Make a list of the things which have had an influence on how your life has changed. In each group, highlight the biggest influence. People

. te

o c . che e r o t r s super

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

Places

Primary health and values

Events

Teachers notes

Get physical

Indicator • Demonstrates an understanding of the importance of participating in physical activity.

The lesson Discussion points:

To maintain a healthy lifestyle it is vital to include some form of physical activity in your day. S ome experts recommend finding thirty minutes a day to devote to some sort of physical activity. Participating in physical activity has physical, social and emotional benefits. Physical activity can help with weight control, a healthier heart, improved lung capacity, clearer skin, good muscle tone, better sleep patterns and more energy. It can also provide teamwork skills, discipline, commitment, improved self-esteem and confidence.

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

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 facilities are available locally for you to use? • Are there other facilities that you would like to see in the community? What to do:

Background information

• Discuss the different types of physical activity students are involved in. Begin with listing those activities students participate in at school. This will give those students who are not involved in a lot of activity out of school some ideas to work with. In Question 1 ask students to draw pictures of three different physical activities they are involved in. They will need to consider approximately how much time per week they spend on each. • Ask students to think about the benefits of participating in physical activity. Students could discuss this in pairs or small groups, before contributing to a class discussion. Allow students to list in Question 2 the four reasons most important to each of them. • Talk with students about the different facilities available in the local community that provide opportunities for them to participate in physical activities. Use a local directory, town map and/or students’ personal knowledge to compile a list for Question 3. Ask students to consider what the different facilities provide and what activities they can do at each. Students can then rank the facilities to show which they use the most. Discuss what other facilities would be appreciated in the community. Are there other sports or activities that they would be involved in if they were more easily available? • Students can list those activities that appeal but are not currently available to complete Question 4. Answers

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Additional Activities • On a local area map, locate the facilities that students have recorded. Design a key. • Write a letter to the local council with a request for an additional recreational facility. Students will need to explain their reasons why the facility is needed, who would use it and for what.

Primary health and values

Health curriculum links Nat.

3.5, 3.6

CHL3

NSW

ALS2.6, V4, V5

Vic.

HPM0302

Qld

DCSPA3.3, DCSPA3.4

2.2

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

Get physical Draw a picture of three different physical activities you are involved in. Calculate the time you spend on each activity in a week.

r o e t s Bo r e p ok u S Activity 2

Time:

Activity 3

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Activity 1

Time:

List four reasons why you think participating in physical activity is important. •

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Facility

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Suitable for

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(a) What facilities are available in your local area that give you the opportunity to participate in sport and exercise? Rank

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(b) Rank them in order to show which ones you use the most. What other activities would you like to be involved in if different facilities were available in your community?

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

Primary health and values

Teachers notes

Keeping fit

Indicator • Understands why it is important to keep fit, and the benefits associated with participation in physical activity.

The lesson Discussion points: Why is it important to keep fit? What benefits are there to your physical health? What are some different ways you can stay fit and lead an active lifestyle? What are some of the obstacles to participating in physical activity? (These may include medical conditions, culture, economics, availability of resources, personal choice, social problems.) • How do some people become such talented sportspeople? What qualities do they have that set them apart from others? What to do:

Research shows that the physical activity level of a majority of children is lower than it should be, that girls are often less active than boys and that activity levels decline as children get older. At this age level, it is important for the emphasis to be on participation, rather than fitness tests. Personal involvement and improvement, rather than comparison with others, is required. Children need to be encouraged to proceed at their own level and develop confidence and a sense of fun. As they develop their interests, they will also develop the skills necessary to continue participating.

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

• Ask students to think about how they feel when they are exercising and feeling fit. How do they feel when they are feeling unfit? Allow students to volunteer their thoughts and discuss ideas suggested. Fit people have more energy, their skin is clearer, they have an acceptable weight, they may think more clearly and look more radiant. An unfit person is more sluggish, lacks energy and motivation, may not always concentrate as well and could be overweight. Have students write words that describe each type and illustrate to complete Question 1. • Discuss favourite sportspeople and the qualities they have that make them special. Ask students to compile a list of these qualities and think about those they already have, or would like to have, to complete Question 2. • Discuss goal setting. Make goals simple, realistic and achievable. Ask each student to write down two goals that may help him/her to improve an area of physical fitness to complete Question 3. Answers

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• • • •

Background information

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Additional activities

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• Ask students to participate in a public speaking activity where they are required to develop a short speech for an audience. Allow students to choose their own fitness-related topic, or have them talk about why being fit is so important. Students can present in small groups, or in front of the class. You may be able to organise a few class ‘winners’ to present to a younger class. • Allow students to use the Internet to research an elite sportsperson. Offer them alternative presentations and provide a forum for them to present their findings.

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Health curriculum links

Primary health and values

Nat.

3.5, 3.6

CHL3, SMS3

NSW

ALS2.6, V4, V6

Vic.

PHIP0301, HPMP0302

Qld

PHIC3.1, DCSPA3.3, DCSPA3.4

2.2

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

Keeping fit Write words and phrases to describe a person who is fit. Write words to describe a person who is unfit. Draw a picture for each. A fit person …

An unfit person …

description

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description

looks like

What qualities does an elite sportsperson have? Make a list. Highlight those qualities that you have, or would like to have. •

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•

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

Primary health and values

Teachers notes

Our health and the environment

Indicator Background information

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

The lesson Discussion points:

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Teac he r

• What is the environment? • How does the local environment affect your health? • Does anyone suffer from hay fever or similar allergies? • What is pollen? • What environmental issues are important to your local area? • Discuss the following terms: haze, smog, air quality, pollution. • How might the environment affect people with asthma? • Who is responsible for solving environmental health problems? • What other things can people be allergic to? What to do:

There are a number of environmental factors that can affect a person’s health and wellbeing. Many people suffer from hay fever and allergies that are affected by the amount of pollen in the air. Car exhausts, cigarette smoke, wood-burning fires and factory smoke can influence the quality of air and affect those who may suffer respiratory problems such as asthma.

• As a class, discuss how environmental factors can affect a person’s health. What are some of the factors that can contribute to an unhealthy environment? Direct students’ thoughts to local community issues. Are there a lot of cars that create exhaust fumes? Are there many flowers and insects that increase pollen levels at different times of the year? Do people use wood fires to keep warm or for cooking? Is cigarette smoke an issue in public places? Ask students to think about how the four stated issues may affect a person’s health and have them draw an example for each to complete Question 1. • Discuss environmental problems in the local area that may affect health. Students may discuss these issues in small groups, then complete the answer to Question 2. • Discuss how the local council, with state government agencies, may deal with environmental health issues in the community. Students may work independently, in pairs or in small groups to consider a local issue important to them. Have students complete the outline for an action plan in Question 3. Answers

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Additional activities

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• Visit the local council and research its roles and responsibilities, particularly in relation to health-related issues. If possible, have a local council representative visit the class for a discussion. • Write a letter to the local council or the editor of the local newspaper, outlining an environmental health issue, and include possible solutions.

Health curriculum links

Primary health and values

Nat.

3.12

CHL3

NSW

SLS2.13, V3, V4

Vic.

HPIP0301

Qld

PHIC3.5

2.6

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

Our health and the environment Draw pictures to explain how the following can affect your health. Cigarette smoke in a public place

Car exhaust fumes

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Teac he r

Plants and insects

What parts of the environment may affect someone’s health in your local community?

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Imagine you are a member of the local council and you are responsible for helping to solve an environmental health problem. Write a plan of action. What is the problem?

. te o c How can it be fixed? . che e r o t r s super Who does it affect?

What is needed to fix the problem?

Who will be involved? What result do you hope for?

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

Primary health and values

Teachers notes

Community health

Indicator • Recognises the importance of community health workers and the services they provide. 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. It is important for the local community to support the health workers and find ways to promote them.

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• What types of people do we need to keep our community members healthy and safe? • What services do these workers provide? • 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? • How can we help to promote some of these services in our community? What to do:

Background information

• As a class, make a list of all the different health workers in the local community. Discuss their roles and the services they provide. Ask students to work independently, or in pairs, to complete the table in Question 1, showing different community health workers. Use the local telephone book to find contact information for each service. For example, find the local number of the main hospital, the local council number, and the police station. Ask students to add two other health workers to complete the table. • Discuss different ways that health services can be promoted and supported in the local community. Ask students to work in small groups and choose a service they are interested in. Brainstorm different ways the community may be able to promote and support the service. Students could present their ideas for Question 2 on a poster, as a role play, in a pamphlet, as a newspaper article or as a written essay. Answers 1.

Service Provided

Location

Provides services to assist doctors in clinics, hospitals and schools to make people well. Telephone counselling to children who have a problem and need to talk to someone.

hospitals/clinics/ school

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Health Worker Nurse

Kids Helpline

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Upholds state and federal laws to control crime.

Rubbish collector

Collects rubbish and recyclable materials.

Fire officer

locations will vary

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Police officer

Paramedic

Emergency care and transport of patients to hospital.

Combats fire in homes, industry or the environment.

Police station

Usually linked to local council/dump local hospitals and ambulance/ emergency services Fire station

Contact information will vary with location. Some constants are 000 for emergency fire, ambulance and police services and Kids Helpline 1800 55 1800. 2. Teacher check

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Health curriculum links Nat.

3.9

CHL3

NSW

PHS2.12, V4

Additional activities

Vic.

HPIP0302

• Imagine you are one of the health workers in your community. Write a diary entry that could describe a day at work.

Qld

PHIC3.4

2.6

Primary health and values

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

Community health

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

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Teac he r

Fill in the spaces to complete the table of community health workers. Add two of your own.

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Choose one of the health workers and suggest ways that his/her service could be promoted in your community.

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

Primary health and values

Teachers notes

Street smart

Indicator Background information

• Recognises appropriate strategies to deal with unsafe situations.

The lesson Discussion points: • In what areas do you feel unsafe? • Do you and your friends avoid certain areas? • What can you do if a stranger approaches you? • What are some rules to follow when you go out without an adult? • What local areas do you feel safe going to on your own? What to do:

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

These strategies may include: • leaving the unsafe place or situation if possible, • learning to say ‘no’ if pressured by peers to participate in activities that make students feel uncomfortable,

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• As a class, or in small groups, discuss the different areas of the local community where students may feel unsafe or nervous to visit at certain times. What makes them feel unsafe? Do they only feel unsafe at certain times? Ask students to volunteer to share a time when they felt unsafe. What happened? How did they resolve the situation? Is there anything they could have done to avoid the situation? Did they speak with an adult after? Ask students to describe a personal situation where they felt unsafe and write what they did in Question 1. • Discuss some appropriate ‘street smart’ rules that students could follow. Give examples of each of those listed and allow any students to volunteer an experience. Ask students to illustrate each of the suggestions listed in Question 2 by drawing a cartoon or diagram. • Bring in some examples and talk to students about how a bumper sticker is designed. The sticker needs to have a catchy slogan that is brief and to the point. Some may include an illustration and/or border design. In Question 3 students create their own bumper sticker which shows one way of keeping safe in a public place. Answers

Teac he r

Unfortunately, some people and areas of the local community may be unsafe for children. Students need to develop strategies to deal with unsafe situations and strangers.

• seeking help from a trusted adult,

• confiding in, or seeking advice from, a friend or trusted adult.

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1. – 3. Teacher check

Additional Activities

• On a local map, label those places where students may feel unsafe. In small groups, ask students to develop solutions to improve the safety of those areas they have indicated. • Students can write a letter to the local council, outlining their suggestions for improvements to a designated area.

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Health curriculum links

Primary health and values

Nat.

3.12

CHL3, SMS3

NSW

V4, INS2.3, PSS2.5, SLS2.13

Vic.

HPIP0301

Qld

PHIC3.3

2.7

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

Street smart (a) Describe a situation where you felt unsafe, afraid or nervous in a public place.

(b) How did you solve the situation?

Teac he r

To stay safe in some public places, it is important to use your common sense and try to avoid situations that may make you feel nervous. Here are some ‘street smart’ rules that you can remember.

Sketch a cartoon or diagram for each of the following.

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On the back of this page, design a bumper sticker that shows one way of keeping safe in a public area. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

First aid

Indicator • Recognises the importance of a first aid kit and what first aid can be applied in different situations.

The lesson Discussion points:

First aid kits are essential items for every home, classroom, workplace, car and should be taken to all recreational activities. A first aid kit should contain items essential to alleviating basic problems. Students should be aware of the items and what they are used for.

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

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Teac he r

• Who should know first aid? • What might be needed in a first aid kit? • Should there be first aid kits for different activities; for example, bushwalking or water activities? • What water safety rules need to be followed? • What types of accidents have you been involved in? • How can accidents be prevented? What to do:

Background information

• If possible, bring in a first aid kit to show students. Discuss the different items included and what they are used for. Discuss the need for different kits, depending on the activity you are involved in. For example, a bushwalker would probably take snake bite first aid and something to use as a splint. Ask students to draw and label items to include in a basic first aid kit to complete Question 1. • Discuss the common beach situation where a student does not use enough sunscreen and becomes sunburnt. After eating, she develops cramps and has trouble swimming. Ensure students understand the importance of sunscreen and being sunsmart as prolonged exposure to the sun can cause burns, dehydration, fatigue, cramps and headaches. Talk about how to avoid the problems mentioned and what first aid could be done for each. Allow students to complete Question 2. • Ask students to volunteer to relate an accident in which they were involved. What happened? Was first aid given? What type and by whom? How could the accident have been prevented? Allow students to discuss experiences in small groups or as a class. Allow time for each student to relate a personal experience and complete the questions for Question 3. Answers

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1. A basic first aid kit may include the following items: a range of bandages and dressings, adhesive tape and strips, gloves, antiseptic lotion, cream and wipes, kidney dish, hot/cold pack, scissors, forceps, splinter probe, saline solution, thermal accident blanket. 2. (a) wear sunscreen, a hat and long sleeved shirt, sit in the shade (b) wait after eating before swimming in the water; be sunsmart (c) drink plenty of water, wear a hat, sit in the shade (d) drink plenty of water, be sunsmart 3. Teacher check

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Health curriculum links

Additional activities • Have students research the additional items that may need to be included in a first aid kit for different environments or activities; for example, on the water, in the bush, at a sports ground, travelling in a remote area. Create a class mural to show the different types of kits. • Design a poster to highlight what to do in case of different accidents and how accidents can be prevented.

Primary health and values

Nat.

3.12

CHL3, SMS3

NSW

V4, PSS2.5, SLS2.13

Vic.

HPIP0301

Qld

PHIC3.1

2.7

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

First aid

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

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Teac he r

Draw and label the different items that should be included in a basic first aid kit.

Ann-Marie was at the beach with her family. She had been lying in the sun for a long time and was turning pink. She had lunch in the shade and then went for a swim. After a few minutes, she felt her legs cramp and her brother helped her out of the water. Ann-Marie was feeling exhausted and had a headache.

How could she have avoided the following problems?

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(a) sunburn (b) cramps

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(d) exhaustion

(b) What first aid needed to be given?

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

Primary health and values

Teachers notes

Fire safety

Indicator • Understands the importance of fire safety and knows what to do in an emergency.

The lesson Discussion points:

Students need to have a plan in case of fire. The following can be included to help them make their own plan, individually or with their family. • Get out of the house.

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

• Have a list of common household items and areas where there may be a fire hazard. These could include matches, candles, saucepans on a stove, cleaning chemicals, frayed cords, hairdryer in the bathroom, electric blanket, heaters, wood fires etc. Discuss with students how these could be fire hazards and what can be done to eliminate the danger. Ask students to think about six items or areas in their own home that could be a fire hazard. Draw and label to complete Question 1. • Discuss the procedures in place if there is a fire at school. Review the rules and, if possible, participate in a mock alarm. Discuss the main things that need to be done if there were a fire in the home (see background notes). Ask students to list the rules in Question 2 and ensure they know the emergency number to call. • Use the checklist in Question 3 to check the safety of the classroom, or ask the students to check their own homes. Answers

• Close doors behind you. • If there is smoke, cover your nose and mouth with something and crawl on the floor. • Go to a nearby house and find an adult to help by putting out the fire or calling the fire service.

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• What are some of the ways fires can start in the home, in the bush or at school? • Who do you call in an emergency? • What are the steps to take if there is a fire in the home? • Is the fire a real emergency and does 000 need to be called? • Does your family have a plan in case of fire? • What is the school evacuation plan? • What is arson? What to do:

Background information

Do not try to put the fire out yourself. Ensure students understand that the emergency number should only be used when there is a real emergency.

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1. Teacher check 2. (a) Get out of the house. Close doors behind you. If there is smoke cover your nose and mouth and crawl on the floor. Go to a nearby house and find an adult to help put out the fire or call the fire service. Do not try to put the fire out yourself. (b) 000 3.Teacher check

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Additional Activities

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• Make a plan of the home, classroom or school. Label any items or areas where there could be a fire hazard. Show the fire evacuation route on the plan. • Research the role of a firefighter and compose a profile.

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

Fire safety

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

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Teac he r

Draw and label six items or areas in your home that could be a fire hazard.

A fire starts in your house. (a) List the safety rules to follow. •

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(b) What emergency number do you call?

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•

. tealarms? o Are there smoke c . che e Do the smoke alarms have batteries that work? r o t r s super Is there an electrical safety switch? Use the checklist to decide if your house or classroom is safe from fire.

Are any electrical cords frayed or out of the plug? Is there a fire extinguisher nearby? Are matches and candles out of reach? Is there more than one thing plugged in to one power point? Is there an emergency evacuation plan? R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Choosing health products

Indicator • Recognises that there are different factors that influence our choice of health products and services.

The lesson Discussion points: • Do we choose the same health products and services all year round? • What different products might you choose in winter? In summer? • What are some of the things which influence our choices? • Do advertisements affect your choices? • How many real facts are contained in advertisements? What to do:

There are often a variety of factors that have an influence on the types of health products and services we might choose. Some of these include price, location (of service), availability, time of year, illness, personal preference, advertising and selfimage.

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

Health products and service use may vary depending on the season. For example, in summer, students and their families may use a lot of sunscreen; in spring they may utilise products to alleviate allergies or hayfever; in winter students and their families may visit the doctor for treatment for the flu and viruses.

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• As a class, or in small groups, discuss the different health products and services that students and their families might use. Ask students to consider during what times of the year they might use these products and services. Allow students time to group the products and services into two categories: autumn and winter, and spring and summer, and write them in Question 1. • Provide the students with a variety of magazines and newspapers to look through. Have an example of an advertisement for a health product or service they may use. Discuss the claims made in the advertisement. Are they all factual? What parts may be misleading? Would the advertisement influence you to purchase the product? Ask students to find an advertisement of a health product or service they might use and cut it out. Have them answer the questions to complete Question 2. • Discuss the different factors that might influence the health products and services we use. Some of these may include: price, availability, time of year, illness, advertising, family or personal preference, location (of service) and self-image. List some in Question 3. Answers

Teac he r

Background information

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Additional activities

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1. Some possible products and services: sunscreen, cough syrup, throat lozenge, tanning salon, antihistamine, flu shot, lip balm, tissues, bathers, surf lifesaving. 2. Teacher check 3. Teacher check

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• Create a new advertisement for a health product or service, to be printed in a newspaper or magazine. • Survey the class to find favourite health-related advertisements in the media.

Health curriculum links

Primary health and values

Nat.

3.10

CHL3

NSW

V4, PHS2.12

Vic.

HPIP0302

Qld

PHIC3.4

2.6

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

Choosing health products Throughout the year we make decisions to choose different health products and services. Many of these decisions depend on the time of the year and the activities we are involved in. Think about the different health products and services you and your family might use throughout the year. Make a list to show what are the most likely times of the year that you would choose these products and services.

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spring and summer

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autumn and winter

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Find an advertisement in a magazine or newspaper for a health product or service that you might use. Glue it onto the back of this page when you have answered the following.

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(a) Why would you choose this product/service?

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on the types of products and services we use.

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Make a list of the things that could influence the types of health products and services you and your family might choose. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Fitness choices

Indicator • Recognises that different factors can have an influence on the fitness choices we make.

The lesson Discussion points: • Why is it important to stay fit? • What factors might influence your choice of fitness activity? • Why might some people have a negative view of fitness? • What possible solutions can you offer? What to do:

People choose to exercise for many different reasons. These include the desire to be healthy or fit; to control or prevent illnesses such as heart disease, diabetes, high blood pressure; as a form of relaxation with family and friends; because others do it; or to achieve sporting success.

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Individual fitness choices may be decided by family and peer pressure factors; ability; availability of resources such as coaches and facilities; motivation such as that given by a role model; interest; medical factors; finances; location; or disability.

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• As a class, discuss how different factors can have an influence on the fitness choices we make. If possible, relate a personal experience that highlights at least one factor that has influenced the teacher’s fitness choices. Ask students to work individually or in pairs to discuss the scenarios presented in Question 1. Discuss the different factors which have influenced each person’s choice. • Discuss the different influences that may have an impact on the incidence of physical activity for a student. Ask students to consider the major things that influence their participation in physical activity and list them for Question 2. • Discuss how some people are negatively influenced when they make choices about their fitness. For example, parents may not be able to afford a particular sport, distance is a factor, there may be medical problems or disabilities or people may lack confidence or the necessary skills. Talk about the negative impact some factors may have. Be sensitive to those students who may relate personally to these issues. Ask students to suggest possible solutions to two different negative influences they have considered in Question 3. Answers

Teac he r

Background information

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Additional Activities

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1. Alanis was influenced by her own skills and an elite sportsperson inspiring her. Max was influenced by his dad, his new friends and a family interest in soccer. Maria was influenced by a new sporting complex and an invitation to join a different sport. 2 – 3. Teacher check

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• Design a poster that shows all the positive reasons to stay fit and become involved in a physical activity. • Survey students’ families to find out the fitness activities they are involved in and the biggest factor that influenced their fitness choices.

Health curriculum links

Primary health and values

Nat.

3.6

CHL3, SMS3

NSW

V4, ALS2.6, PHS2.12

Vic.

HPIP0302

Qld

DCSPA3.4

2.2

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

Fitness choices Read the following and decide what influenced each person’s decision. Alanis was at home watching the Olympic Games on television. Although she played netball, she knew she could run fast. After seeing Cathy Freeman win the gold medal, she decided to look at enrolling in Little Athletics.

Teac he r

What influenced her decision?

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

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Max’s dad played soccer on the weekend and the whole family would go and watch. Max played football at school with his class mates. When Max met some other boys at the soccer, he decided that he would play for the same club as his dad. What influenced his decision?

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travel. On a walk to the park with her new friend, she noticed a new sporting complex. There was a sign out the front, inviting new players to join the volleyball team. Maria decided to ask her parents if she could join.

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What influenced her decision?

o c . che e r o t r syou do? su r What influences why you participate in p the e activities

Suggest two reasons that may explain why some people feel negatively about fitness. What solutions can you offer? Negative influence

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

Solution

Primary health and values

Teachers notes

Making the right choice

Indicator • Understands the importance of making decisions and being able to justify them.

The lesson Discussion points: What is peer pressure? How can you say no to offers of cigarettes and alcohol? When is it important to stand up for yourself and make decisions? How did the characters in these role-plays justify their decisions? How well did the characters deal with the situations they were involved in? What to do:

Teac he r

• • • • •

Background information Peer pressure, parental values and self-esteem can often have an impact on how students cope with making decisions. Students need to be aware of the reasons why they may make certain decisions and how best to deal with potentially difficult decisions.

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• The role-play cards on the following page should be cut out and given to pairs of students. The students must role-play the situation and decide on reasons to justify their actions. Teachers may like the students to choose a situation and perform it for the class, or may like the students to try out each role-play over several weeks, perhaps performing them for another pair. • Discussion should follow the performances of the role-plays. This could include looking at reasons for the situation and how the characters came to a decision. • Encourage the students to use clear speech and gesture to show how the characters are feeling.

Additional activities

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• Ask students to work together to devise their own role-play scenarios.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.13

SMS3, IS3

NSW

V1, V2, DM2.2, PSS2.5, IRS2.11

Vic.

HPSR0303

Qld

EPD3.2, EPD3.4

2.5

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

Making the right choice

A and B are good friends

While playing at the park, A offers B a cigarette. B decides to refuse the offer. He explains to his friend why he does not want a cigarette.

A is the aunt, B is the nephew

A is driving B to a movie. On the way, she lights up a cigarette. The windows are up and it soon becomes very smoky in the car. B needs to tell his aunt that the cigarette smoke is bothering him.

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

\A and B are sisters

With their parents out of the house, A decides to try a glass of wine from the fridge. B does not want to taste the wine and tells her sister why.

A is going to drive B to a friend’s party. A has been out with her friends and has already had two alcoholic drinks. B is worried about driving in the car with her and refuses to get in.

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Teac he r

A and B are sisters

A and B are friends

A and B are classmates

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A and B are brothers

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friend could get. He decides to speak up because he is worried about A.

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While attending a birthday party, A sees B sneak out to the back. B lights up a cigarette and offers A one to share. B is the most popular student in class but A does not want to share a cigarette.

A is the daughter, B is the father

Older brother A is having a can of beer with friends to celebrate his birthday. He offers B a drink. B hates the smell of beer and doesn’t want to taste it, even in front of his brother’s friends.

B is having a 40th birthday party at home and one of his friends has been drinking a lot. When A takes a plate of food around, B’s friend tries to get her to have a dance with him. A feels uncomfortable and finds B to tell him why.

o c . che e r o t r s super

A and B are good friends

While out shopping, both friends see a store owner sell a pack of cigarettes to a student in their class. A wants to speak up and tell the store owner it is illegal to sell to someone under age. B does not want to make a scene. R.I.C. Publications – www.ricgroup.com.au

A is the parent, B is the child

A is a long-time smoker and is having a talk with B about the dangers of taking up the habit. B knows the health risks and can’t understand why A won’t quit. B tells A how worried she is and asks A to try to quit.

Primary health and values

Teachers notes

Groups

Indicator • Understands the importance of belonging to different groups and the different roles and responsibilities required.

The lesson Discussion points:

All students will belong to at least a family group and the class group. It is hoped that all of them will also belong to at least one friendship group. Other groups may include sports, church, leisure and community groups. All groups require members to take on a particular role and carry out different responsibilities.

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• What groups do you belong to? • What different roles do you have in different groups? • What would happen if people didn’t take their responsibilities in a group seriously? • Is there always a leader in a group? • Why is it important to belong to groups? • What qualities do effective group members have? • How do you feel when you belong to a group? What to do:

Background information

• As a class, discuss the different groups that people may belong to. The teacher may be able to share the different groups he/she belongs to, before asking students to volunteer. Create a class list. Be sensitive to those students who may be shy or loners and may not have financial or family means to be part of a wide variety of groups. Ensure students appreciate that some may belong to only a few groups, while others may belong to many. Discourage competitiveness. Discuss why some people may belong to many groups; for example if they have sporting talent. Talk about the different roles that we each have in the groups we belong to. Give examples for the basic groups of family and class groups. Discuss different responsibilities and the activities that may be a part of each group. Ask students to consider the main groups they are part of to complete Question 1. • Discuss the different qualities that contribute to a successful group member. People who are effective group members are usually honest, giving, sharing, responsible, reliable, sensible, understanding and respectful. Ask students to list those qualities they think are the most important to complete Question 2. • Students complete Question 3 by writing which group they most enjoy being part of. Students may volunteer to share why they enjoy that particular group. After consideration, allow students time to write about the most enjoyable group they belong to and why they enjoy it. • Discuss goal setting. Make goals simple, realistic and achievable. Ask each student to write down a goal that will help him/her to become a more effective group member to complete Question 4. Answers

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1 – 4. Answers will vary

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Additional activities • Create a profile of one of the groups you belong to. Include group members, roles and responsibilities, location, any equipment used, goals. Students can prepare a pamphlet to showcase their group. • Design a poster to advertise one of your groups and perhaps encourage others to join. • Write an acrostic poem to highlight one of the groups you belong to.

Primary health and values

Health curriculum links Nat.

3.14

IS3

NSW

VI, V2, V3, IRS2.11

Vic.

HPSR0303

Qld

EPD3.2, EPD3.4

2.5

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

Groups

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

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Teac he r

Make a list of the different groups you belong to. Complete the table to show the activities your groups are involved in, your different roles and the responsibilities you have.

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What qualities do you think you need to be a great group member?

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What group do you most enjoy being a part of? Why?

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Write a goal that will help you to be an even better group member.

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

Primary health and values

Teachers notes

I am the best!

Indicator Background information

• Considers the importance of self-worth.

The lesson Discussion points:

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Teac he r

• What do you like about yourself? • What are some things about yourself you think you need to work on or improve? • What is your greatest achievement? • What personal qualities do you admire in others? • How do other people make you feel special and important? • What makes you feel as though you are not special and important? • Why is it important to feel good about yourself? What to do:

The ability to feel comfortable about yourself – to feel you are a worthwhile person – is an important step in growing up. Children need to feel worthwhile and important. They also need to be able to like and accept themselves so they can like and accept others.

• With the students’ help, define ‘personal qualities’. The definition decided upon should indicate they are features of a person’s nature. • Ask the students to suggest qualities they admire in other people and list them on the board. Teachers may choose to use a stimulus for this activity, such as reading a short story and asking the students to identify the positive qualities of the main character. Alternatively, teachers could start the list with their own suggestions. Some personal qualities that may be suggested are empathy, honesty, helpfulness, determination, and trustworthiness. • Ask the students to suggest skills they admire in other people and list them on the blackboard. For example, having skills in music, art, or sport; or being a good listener, speaker or mediator. • Ask the students to complete the worksheet. They could look at the blackboard if they are having trouble thinking of ideas. • When the worksheet is completed, the students could write their answers to Question 3 again on separate sheets of paper. The sheets of paper could be shuffled and given out to the class. Each student could then read out the answer he/she has been given. The class could vote on the five answers they think would win the competition. Finally, the students who wrote the answers could identify themselves. Answers

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1 – 3. Answers will vary

Additional activities

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• Discuss how certain personal qualities and/or skills could be developed or worked on. • Students could draw their favourite symbol from Question 2 on a large sheet of card, with a brief description and their name. The symbols could be displayed in the classroom.

Primary health and values

Health curriculum links Nat.

3.15

SMS3, CHL3

NSW

V1, GDS2.9

Vic.

HPSR0301, HPSR0302

Qld

EPD3.1

2.3

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

I am the best! Everybody is important and unique—including you! When you

Ask a friend to list five words or phrases that describe what he/she likes about you. Add at least three things you like about yourself.

are feeling bad, it is easy to forget about all the qualities and skills

Friend’s list

you have. Sometimes you need

•

to remind yourself of how special you are so you can feel good

•

about yourself again. When you

•

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feel this way, it is easier to get

• •

My list • • •

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Teac he r

along with others and enjoy life.

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Draw symbols that show three things you do well or have achieved in; for example, if you are good at music, you could draw a musical note. Write a label underneath each symbol.

. tschool is o Imagine your e U F I c F N E T V S . AL! looking for a small c e r group of students fromh e If you would like to be a t part of the Fun Festival, please o r s s r your Year to represent u e p complete the statement below in 25 words or less. You it at a festival. You are eager to be chosen. Use the ideas on this page to help you complete the entry form.

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

should describe your best qualities and any skills or abilities you have. Good luck! I think I would make a good school representative because

Primary health and values

Teachers notes

Self-esteem

Indicators • Shows an understanding of self-esteem. • Considers some ways self-esteem is influenced.

The lesson Discussion points:

A healthy self-esteem can be encouraged in the classroom through drama games, praise, encouraging empathy among students and supporting the school bullying policy. Students are often bullied because they have low self-esteem.

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Teac he r

• What makes you feel good about yourself? What makes you feel bad about yourself? Discuss which things are in the students’ control to change for the better. • What type of body language might people with low self-esteem show? • What type of body language might people with high self-esteem show? • What are the positive effects of having high self-esteem? • Discuss people the students know who generally seem to have high selfesteem. Why do you think this is? • Is it possible for your self-esteem to be too high? Discuss. What to do:

Background information

• Read aloud the text at the top of the page. Discuss the term ‘self-esteem’ to ensure that all students have understood its meaning. • Questions 1 and 2 could be completed in small groups. Encourage discussion. The answers could be reported back to the class. • Before students work on Question 3, a class discussion could be held in which possible scenarios and endings are suggested. Encourage students to use appropriate body language during their role-plays to show how the characters are feeling. Answers

1 – 3. Teacher check

Additional activities

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• Ask students to write scripts for their role-plays. • After watching movies or television programs, discuss the self-esteem of the main characters and how it affected the plot.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.15

CHL3, SMS3

NSW

V1, V3, GDS2.9

Vic.

HPSR0301, HPSR0302

Qld

EPD3.1

2.3

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

Self-esteem How you feel about yourself is sometimes called your ‘self-esteem’. If you are feeling good about yourself, we say you have high self-esteem. If you are feeling bad about yourself, we say you have low self-esteem. Some people manage to have high self-esteem most of the time. If they find themselves in situations that make their self-esteem drop, they do things that make it soar! Many things can cause your selfesteem to drop. These include:

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•

hearing or thinking negative things about yourself

• having positive friends

•

making mistakes

• hearing or thinking good things about yourself

•

not reaching a goal.

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being bullied

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•

• helping others

• reaching a goal.

For each of the situations below, mark if someone’s self-esteem is likely to drop or soar. (a)

There are also many things that can cause your self-esteem to soar. These include:

Choose one of the situations that you decided would make someone’s selfesteem drop. Suggest ideas that might make that person feel better again.

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for working hard in English. ...................

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(b) Being called names. .........................

. te o (d) Being bullied by c . che e an older child. ............ r o t r s super (c) Receiving a compliment. ...............

Find a partner. Role-play the following scenes. When you have practised your scenes, present them to a small group or the class. (a) The scene begins with one character feeling bad about himself/herself. (b) The scene begins with one character feeling good about himself/herself. Each scene should have a positive ending.

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

Primary health and values

Teachers notes

Strengths and weaknesses

Indicators • Identifies strengths and weaknesses. • Identifies steps to achieve a goal. • Writes phrases to provide encouragement towards achieving a goal.

The lesson Discussion points:

As unique, valuable individuals, we all have our strengths and weaknesses. It is important to be pleased with our successes as well as the manner in which we handle failure. This is difficult for adults to cope with as well as children. Risk-taking can be very difficult, but children should be praised and rewarded for any attempts to try something new as well as gaining success. By setting goals and small steps to reach them, students are able to experience small successes, motivating them to continue. Quite often it is necessary to attempt a new thing many times before succeeding. In this way valuable knowledge, skills and values will be learnt.

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

• What are ‘strengths’ and ‘weaknesses’? • What are your strengths and weaknesses? • How do you feel when you achieve a goal? • How do you feel knowing you are good at something? • How do you feel when you fail at something? • What do you do? Do you give in and never attempt that activity again? • Do you keep on trying until you get better? • Do you set goals to achieve success? What to do: • Discuss the questions above. • Allow students to read the introduction and begin Question 1. Students should be given this time to ask questions if they aren’t sure of something. • Students read the bold print after Question 1 and answer Question 2. • Students read Question 3 and complete their answers. • Students read the bold print and complete their answer for Question 4. • Teachers may collect the work and mark later. Answers 1 – 4. Answers will vary as all responses are individual.

Teac he r

Background information

Additional activities

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• Students make a list of achievements for the past year. • Practise setting goals, whether academic, sporting or personal. • Students list good characteristics of well-known people such as TV personalities and sporting stars whom they would like to emulate. • Students discuss or list occasions when they have failed to do something. Find positive aspects of failure such as trying harder or selecting different goals. • With a partner or small group, role-play a scenario where success was achieved. • Create a chart of positive ‘talk’ to encourage each other towards a goal.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.1, 3.15

SMS3, CHL3

NSW

V1, V6, COS2.1, DMS2.2, INS2.3, PSS2.5, GDS2.9

Vic.

HPSR0302

Qld

EPD3.3

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. Fill one side with a list of things you are good at and the other with a list of things you are not so good at. Remember to include things such as being a good friend and being useful at home. Things I am not so good at

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Teac he r

Things I am good at

We can feel better about ourselves when we try to improve those things we are not so good at, whether we succeed or not. Trying is the important thing.

© R. I . C.Publ i cat i ons •f orr evi ew pur p‘Ito sesonl y• I am not very good at: takes a long time, but I will achieve Choose something you are not very good at and write a plan showing the steps to improve.

Write some ‘good things’ to say to encourage yourself towards your goals. An example is given for you. little steps until I reach my goal.’

•

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•

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I can improve by:

o c Sometimes our. goals and dreams may che e seem unattainable. r o t r s super Write something that you would really love to do when you are older.

•

Other people have achieved the seemingly impossible, so make a plan and GO FOR IT!!! R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Are boys and girls always treated the same?

Indicators • Gains an understanding of the types of expectations and assumptions people can have about boys and girls. • Considers what effects these expectations and assumptions can have on people’s lives. The lesson Discussion points

This activity focuses on expectations and assumptions people can have about boys and girls. Teachers may like to introduce the term ‘stereotype’ when students are completing the activity. A stereotype can be described as a very simple–and often incorrect–picture that people have of a particular person. Stereotypes depend on conventional ideas about groups of people which may include attitudes, interests, characteristic traits or physical features.

• Explain the term ‘gender’ and what is meant by expectations and assumptions. Students could give some examples by completing these statements ‘Girls are often expected to …’, ‘It is usually assumed that boys are …’. • Read the text at the top of the page and the diary entry. Teachers may like several students to share reading the diary entry aloud to the class. Discuss the ideas in the diary entry before students complete Question 1. • Ask volunteers to read out their answers to Question 1. Before asking students to form small groups, discuss how the ideas given might affect people. Teachers may need to give some examples; e.g. ‘Girls should learn to cook’ - it might stop a girl from practising something she enjoys or may make her feel angry or annoyed. Teachers could also ask students how such statements make them feel. • Ask a representative from each group to read out the group’s ideas. Write any the groups had in common on the blackboard and discuss. • Students complete Question 2 and share their answers. Answers

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• What is a stereotype? Can you think of any stereotypes of people? For example, ALL people who do well at school are boring, ALL people who live in big expensive houses are snobs etc. • What kinds of stereotypical ideas do some people have about boys and girls or men and women? Are any or all of them fair? How do they make you feel? • Discuss why it is important that we are all treated as individuals. • Have you ever been in a situation where you have been stereotyped? Explain. What to do:

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Background information

As some expectations and assumptions of boys and girls are cultural, teachers will need to exercise sensitivity when approaching this activity. A discussion about customs and beliefs prevalent in different cultures could be useful and would also tie in with the theme of stereotypes.

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1. Students’ answers should include at least four of the following (Note: the answers may vary slightly.): • Girls aren’t as good at maths as boys. • Girls are good at sewing. • Boys are stronger than girls. • Girls should learn to cook. • Boys like to play with remote control cars. • Girls like clothes. 2. Teacher check

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Additional activities • Prepare student debates on topics like ‘Boys shouldn’t wear pink’, ‘Girls are gentler than boys’ etc. • Ask students to conduct a survey consisting of a number of stereotypical statements about boys and girls. They should instruct groups of students from different Year groups to tick ‘disagree’, ‘unsure’ or ‘agree’ for each statement, as in Question 1 on the activity page. Compile the results and discuss. Graphs or charts can be made showing how children of different ages responded to the statements.

Primary health and values

Health curriculum links Nat.

3.2

CHL3

NSW

V1, V2, GDS2.9

Vic.

HPSR0302

Qld

EPD3.1, D3.5

2.3, 2.4

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

Are boys and girls always treated the same? Sometimes boys and girls are treated differently simply because of their gender. This can affect people’s opinions of themselves and what they feel they can achieve or should do. Read this diary entry.

Dear Diary

During our art lesson, we did some sewing. The teacher held up James’ sewing as the best in the class. He looked so embarrassed! I heard a group of boys tease him that sewing was something only girls are good at. When I talked to James after school, he said he will sew badly next week so he doesn’t get teased again.

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

Today is my birthday (and Jackson’s too, being my twin) but I can’t say it has been a happy day so far. In maths, I answered a question wrongly, and Sam teased me that girls aren’t as good as boys at maths. This made me steaming mad!

Teac he r

After school, Jackson and I helped Mum get ready for our party. I had to help with the food (same as every year) while Jackson moved the furniture outside. I’m just as strong as he is! Why can’t Mum see that? She thinks girls should have to learn to cook. I hate it. Finally, we were allowed to open our presents. Most of them were great. The only one I didn’t like was Aunty Dee’s. I can’t believe she sent me clothes! She gave Jackson a cool remote control car. I’m so jealous. Maybe he’ll let me have a turn later.

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Imogen

Write at least four of the ideas the people in Imogen’s diary have about boys or girls; e.g. ‘Girls like clothes’. Tick a box to show how you feel about each one.

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In groups, consider how ideas like these might affect someone’s feelings or actions. Write your ideas in note-form on the back of this page. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Taking risks

Indicator • Considers possible consequences in taking risks.

The lesson Discussion points: • • • • •

What is a risk? How can you decide whether to take a risk or not? Name some of the everyday risks you take at school. What is the biggest risk you have taken? Was it worth it? Discuss different kinds of risks; e.g. physical, emotional, financial. Have you ever been talked into taking a risk you would have rather not taken? Explain. What to do:

Background information People who take few calculated risks often find failure more difficult to deal with. Students should therefore be encouraged to take calculated risks. Establishing a caring classroom environment will help them to feel more confident about doing this.

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• Discuss the term ‘risk’ and what it means. Talk to the students about how people are often afraid to take risks because they are frightened of failing or embarrassing themselves. Emphasise that there are many different types of risks. • Read the text at the top of the page. Make sure students understand what is meant by a positive and a negative outcome. • Ask students to complete Question 1. They could then compare their answers to a partner’s. A tally of how many students answered ‘yes’ or ‘no’ to each scenario could be taken. • Ask students to complete Questions 2 and 3. Afterwards, students could role-play their answers to Question 2 with a partner, making sure they clearly act the feelings given. Answers to Question 3 could also be discussed and shared to see how many students wrote similar answers. Answers 1 – 3. Answers will vary

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Additional activities

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• Play drama games that involve an element of risk; e.g. blindfold games. Discuss how they made students feel. • Ask students to create a flow chart of the thought process they can follow when they are considering taking a risk.

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Health curriculum links

Primary health and values

Nat.

3.1

SMS3

NSW

V6, DMS2.2, GDS2.9

Vic.

HPSR0301, HPSR0302

Qld

PHIC3.1, EPD3.4

2.5

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

Taking risks Taking a risk means to do something that may or may not have a positive outcome. People take risks every day. Most of these are small risks that neither cause us harm nor put us in a difficult situation. However, some risks can have a major influence on our lives. Before taking any risk, it is important to consider the likely outcomes.

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Teac he r

Consider a likely positive and a likely negative outcome for each of these risks.

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Describe a time when you took a risk that had a positive outcome. List your feelings before and after you took the risk.

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Feelings before

Risk and outcome

Feelings after

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Sometimes it is unwise to take a risk because it is almost certain it will have negative consequences for you or someone else. Give an example of a risk you wouldn’t consider taking for this reason. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Peer pressure

Indicator • Considers the effects of peer pressure.

Background information

The lesson Discussion points:

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

• Discuss the questions above before beginning the activities. Ensure students have an understanding of ways they can deal with negative peer pressure (see pages on smoking etc. in this book). • After students have completed Question 2, hold a class discussion. Ask students which scenarios they thought were examples of positive and negative peer pressure. • Students should complete Question 3 on their own. Students may like to share their descriptions with the class, but should not be forced to. Answers 1 – 3. Answers will vary

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• 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’? • What are some ways you can say ‘no’ to peer pressure? • 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 confident and their idea of self-worth increases. When in a group, people do not need to make decisions as the group tells them what to do and think. It is important that people believe in their own self-worth and have confidence in their own thoughts, feelings and actions. People with confidence and who believe in themselves are often less likely to be swayed by negative peer pressure.

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• 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, breathing quickens, ‘butterflies’ in stomach etc.). • Give simple peer pressure scenarios to pairs of students and ask them to perform them for the class. Teachers may provide endings or ask the students to improvise their own.

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Additional activities

Peer pressure is not always a bad thing. People can influence others to improve their behaviour such as quitting a bad habit or improving their skills at sport. Some schools have used positive peer pressure to reduce the incidence of bullying.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.13

CHL3, SMS3

NSW

V1, DMS2.2

Vic.

HPSR0302

Qld

EPD3.3

2.5

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

Peer pressure Peer pressure means allowing people your own age (often your friends) to influence your thoughts and actions. People often give in to peer pressure because they want to avoid being teased by others or want to feel like they are part of a group. Peer pressure is a problem if you feel like you are doing something you really don’t want to do. Imagine three younger children tell you the following stories about peer pressure. What would be your advice to each person?

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

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What should I do?

My friends are encouraging me to come to drama lessons with them. They say they have lots of fun. Mum says I can go if I want to. I’m not sure about it. I always feel shy starting something new.

The group I hang around with bully a younger student. They push him over and take his lunch. They say I have to start doing it too or they will spread untrue rumours about me. I don’t want to bully anyone.

What should I do?

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Stacey and Kiera say I can only be their friend if I wear the same sort of clothes as them. I want to stay friends with them, but I don’t want to be told what to wear.

Advice:

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Advice:

. te o Describe a time when you or a friend have faced peer pressure. c . Give your opinion onc what happened. e her r o t s super Find a partner. Discuss your answers. Decide on the best answer to each scenario and report back to the class.

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

Primary health and values

Teachers notes

Bullying

Indicators • Identifies bullying situations and those being bullied. • Identifies feelings associated with being bullied. • Identifies strategies to cope with bullying.

The lesson Discussion points:

Bullying is very common within our schools. Students bully for many reasons, including not fitting in, disliking themselves, peer pressure, wanting to show off, feeling upset or angry, or having a fear of being bullied themselves.

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

Bullying takes many forms, including physical abuse such as hitting, punching, tripping and so on; verbal abuse such as name-calling, teasing, and putdowns; and emotional abuse such as gossiping about someone, spreading rumours, making fun of someone, giving threatening looks or gestures, and excluding and ignoring someone.

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• What is ‘bullying’? • What forms does bullying take? • How does bullying make you feel? • Why do people bully? • Who does bullying happen to? • Why do they continue to let it happen? • Why do other people do nothing to stop bullying? • What should you do to prevent bullying? • Who can help you when you are being bullied? What to do: • Discuss the questions above. • Read the introduction and allow the students to answer Question 1. • Discuss Question 1 as a class to ensure that students are on the right track. • Allow students to read and answer Question 2. Students may offer suggestions for the answers. Others may add different responses. • Collect, read and mark Questions 2 and 3 later. Answers 1. (a) Nick (b) Georgia (c) Jason (d) Zoe (e) Chloe (f) Brayden 2 – 3. Answers will vary as all responses are individual.

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Background information

Students should be able to recognise bullying situations. They should be shown and encouraged to use strategies to cope with these situations.

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• Choose appropriate resource books which can be used to help students cope with bullying in the correct way. • Practise strategies to cope with bullying such as using ‘I’ statements and being assertive (not aggressive). • Encourage students to feel comfortable and relaxed enough in the classroom that they are happy to express their feelings. • Be positive and encouraging at all times. • Students make a list of trusted people to go to when they have concerns. • Discuss anger management strategies and encourage students to use them in the classroom and playground rather than resorting to violent actions.

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Additional activities

Some strategies include problem-solving, role-play, tolerance, communication, conflict resolution, avoidance, learning when to ask for help and being assertive (not aggressive).

Primary health and values

Health curriculum links

Nat.

3.13

CHL3, SMS3

NSW

V1, V2, V4, COS2.1, DMS2.2, INS2.3, PSS2.5, GDS2.9, IRS2.11, SL2.13

Vic.

HPIP0301, HPSR0302, HPSR0303,

Qld

PHIC3.1, EPD3.2

2.3, 2.7

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

Bullying Bullying can be physical, verbal or emotional.

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Teac he r

Read the scenarios and indicate if bullying is taking place and to whom.

Choose four of the children who are being bullied in Question 1 and write how you think they are feeling. Feeling Feeling

Name

Feeling

Name

Feeling

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

What can you do about bullying?

Primary health and values

Teachers notes

Family Matters

Indicators • Understands the importance of family. • Considers the relationships within his/her own family.

The lesson Discussion points:

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. 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, police officers etc., expect us to obey and respect them and, normally, we do. Some children may have a similar relationship with their parents. Others may not feel 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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• Discuss the questions above before reading the text at the top of the page. • Read Question 1 together as a class. Ask students to give examples of physical and ‘other’ things done for them by their families. ‘Other’ things should include emotional support such as being comforted when upset, celebrating achievements etc. • If students require more room when answering Question 3, direct them to use the back of the page. • After students have completed Questions 1 to 6, teachers may like to discuss Question 5 and ask students to describe how their family would deal with the disagreements. This will help students to understand that all families are different. Students could role-play how different families deal with the disagreements. • A word chart could be made from the answers to Question 6 and displayed in the classroom. Answers

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• Why are families so important? • Who is in your family? • Who are you closest to in your family? Why? • How would you describe your family? • How can families help us? • What kinds of things do you do for your family? • How does your family deal with family disagreements? • What special things do you do with your family? What to do:

Background information

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Additional activities

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• Students write a poem to show how they feel about their family. • Students write about their families’ interests; e.g. music, tennis, bushwalking, camping etc. • Students write words or phrases that describe the best things about their family.

Health curriculum links

Primary health and values

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

Family Matters The first and most important relationships you have are with members of your family. They can provide you with the opportunities to discover new things and develop as a person.

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Make a list of things your family does for you. You should include physical things (e.g. providing food) and any other things you can think of. Rank the items on your list in order of importance to you (1 is the most important).

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Give three examples of important things you do for different members of your family.

Sometimes families try to help us by commenting on our actions. Write some helpful comments your family has made about you recently. They can be positive or negative.

Write how your family might deal with each of these family disagreements.

How do you usually react when negative comments are made about you by your family?

• how much pocket money is given

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

• where to take a family holiday

Primary health and values

Teachers notes

Relationships

Indicators • Understands what makes a good relationship. • Understands the importance of good relationships.

The lesson Discussion points:

S ome of the most important relationships to school-aged children are those they have with their friends. Research suggests that most children of this age have one or two best friends and a number of ‘non-best friends’. They often choose friends who are the same gender, of a similar age and academic ability, and who have similar hobbies and interests. Some children also choose friends who belong to the same race. Friendships can provide important social skills and a sense of group belonging. We seek friendships for companionship, support and encouragement. Our friends also help to provide us with a sense of who we are and how we fit in.

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• Ask the students ‘What qualities does a good friend have?’ Discuss reasons for their answers, then ask the students to read the text at the top of the page and complete Question 1. • Students should complete Questions 2, 3 and 4 independently. • After students have completed Question 5 with a partner, they should report their answers to the class. The most common words could be written on a chart and displayed in the classroom along with the other words they suggested to describe the qualities of a good friend. The words could be used to help students with creative writing activities about relationships, such as poems, short stories, diary entries etc. Answers

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• What qualities does a good friend have? • What are the most important relationships to you? • What kind of friend do you think you are? • Do you have good relationships with people of different ages? • Why do some people find it easier to form good relationships than others? What to do:

Background information

1 – 5. Answers will vary

Additional activities

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• Students can write an acrostic poem using the word ‘relationship’. • Students design a greeting card to present to a good friend.

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Health curriculum links

Primary health and values

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

Relationships Throughout your life, you will form different relationships with many people. Developing good relationships with others helps you to grow and mature. To form good relationships there are certain qualities you need to develop. Tick the five qualities below you think are most important.

(a)

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caring ...................

tolerance................

understanding ....

listening .................

politeness ............

admiration .............

kindness ..............

respect ...................

loyalty ...................

trustworthiness ....

(b)

Tick whether these statements are true or false for you. (a) All relationships are the same.

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Choose two of the qualities you ticked and explain why you chose them.

(d) I am a good friend.

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Explanation

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Choose three people with whom you feel you have developed a good relationship. They might be friends, family or trusted adults. Give a reason why each is a good relationship.

o c . che e r o t r s super Find a partner. List any words you both used in your explanations. Compare your list to the rest of the class.

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

Primary health and values

Teachers notes

Conflict resolution

Indicator • Reads and discusses steps to resolve conflicts in a mutually acceptable way. • Uses steps to solve conflict scenarios.

The lesson Discussion points:

Conflict is an occurrence in every school, workplace and home. In 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 point of view, voice their interests and find mutually acceptable solutions.

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• After discussing the conflict resolution steps, tell the students they are important because they remind us that there are more options to resolving a conflict than going to a teacher or becoming violent. • Students work with partners on Questions 1 and 2. If students are having trouble thinking of ideas (e.g. how to cool off), bring the class together and ask for some suggestions. Answers

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, teasing etc. 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.

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• Discuss all of the steps slowly and carefully with the students. • Have you ever encountered a situation similar to the given scenarios? What did you do? • 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 do you think could happen if a conflict is left unresolved? What to do:

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Background information:

Additional activities

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• With the class, use the conflict resolution steps as a basis to create your own class set of steps. For example: – 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! Display Ideas

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‘I’ statements are likely to be more effective because they cannot be disputed. Students can begin sentences with ‘I feel ...’, or ‘I don’t like the way ...’. They cannot be argued with because that is how they are feeling! Also, by expressing how he or she is feeling, the student is not making judgments about the person he/she is disagreeing with (so the person needn’t become defensive!).

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1 – 5. Answers will vary

‘I’ statements ‘I’ statements are an effective way for students who are experiencing conflict to express themselves to others.

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• Enlarge the conflict resolution steps to A3 size, attach to coloured card and laminate it for display.

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.

Health curriculum links

Primary health and values

Nat.

3.14

SMS3, IS3

NSW

V4, COS2.1, DMS2.2, IVS2.3, PSS2.5, IRS2.11

Vic.

HPSR0303

Qld

EPD3.2, EPD3.4

2.5, 2.7

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

Conflict resolution Dealing with conflict is a part of everyday life. Unfortunately, people often can’t resolve conflicts fairly. Here are some steps you can take to help you do this. Stop and cool off.

Define the problem. * Tell the other person what happened and how you feel using sentences beginning with ‘I’ rather than ‘You’. (E.g. ‘I didn’t get an invitation. I felt upset.’)

Brainstorm solutions.

Choose a solution that is fair to both of you. * Compromise is the key!

Make a plan. Decide how you will put it into action.

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

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Read these conflict scenarios with a partner. Imagine each of you is one of the characters. Answer the questions below to help you follow the conflict resolution steps.

Scenario 2

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My character .................................. A ....... B

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• How could you cool off?

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inviting A. A always invites B when A goes out somewhere.

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A and B are siblings. A is playing games on the family computer. B interrupts to say he/she needs to use the computer right away to finish a school project. A refuses to let B use it.

My character .................................. A ....... B • How could you cool off?

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• Brainstorm possible solutions with your partner. On the back of this sheet write the one you both agree to.

Role-play your chosen solution to one of the conflict scenarios. End your role-play by agreeing to a plan of action. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Conflict resolution scenarios

Indicator • Reads and discusses conflict resolution scenarios.

The lesson Discussion points: What is a conflict? Who usually resolves the conflicts at your house? How do you usually resolve your own conflicts? Is everyone happy with the solutions you have used? If yes – why? If not – why not? Are there different ways to resolve the same conflict? How can you make sure both parties are happy with the solution? Have you been in situations where you have seen conflict resolution steps to solve a problem or used them yourself? • Have you seen any situations where conflict resolution steps have not been used and the conflict has escalated to physical violence? What to do: • Discuss the questions above. • Divide the class into small groups or pairs to discuss the scenarios. • Partners or small groups may discuss one or all of the scenarios as decided by the teacher. • Students record their solution and present it to the class in turns. A format using the conflict resolution steps may be created and used for this purpose. • At the conclusion of each scenario, other members of the class may offer different solutions. Discuss these. Answers Answers may vary as all responses are individual.

Conflict is an occurrence in every school, workplace and home. In school, it is often the case that students faced with opposing viewpoints will go to a teacher to sort out the problem and make a final decision.

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Conflict resolution is a process that directs the responsibility of solving a conflict to the students. Students learn to express their point of view, voice their interests and find mutually acceptable solutions.

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• • • • • • • •

Background information

Conflict resolution steps are to be used, if possible, before conflicts reach a physical or violent stage. Students should be encouraged to use discussion to resolve minor conflicts such as name-calling, rumours, taking property without asking, teasing and invading personal space. 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.

• Devise ‘creative’ and completely inappropriate solutions for common conflicts for fun. • Role-play conflict situations and show how they were resolved. • Students practise using ‘I statements’ to express what happened and how they feel; for example, ‘I didn’t like when you hid my bag because I was worried about my things in it, so I would prefer if you didn’t touch my things without asking’. • Students practise assertive rather than passive or aggressive behaviour. • Devise a conflict resolution format for students to use when resolving conflicts. • Students relate and discuss conflict situations from their favourite TV soap and say how the characters resolved the situation. Discuss whether students agreed with the solution.

•

Stop and cool off.

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Define the problem.

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Brainstorm solutions.

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The conflict resolution steps are:

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Primary health and values

•

Choose a solution that is fair to both of you.

•

Make a plan.

•

Agree to the plan.

Health curriculum links Nat.

3.14

SMS3, IS3

NSW

V2, V3, COS2.1, DMS2.2, INS2.3, PSS2.5, IRS2.11

Vic.

HPSR0302, HPSR0303

Qld

EPD3.2, EPD3.4

2.5, 2.7

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

Conflict resolution scenarios Read the conflict resolution scenarios, discuss them with a partner or small group, and decide on an appropriate solution. Record your solution and present it to the class.

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Jayden lets Matthew borrow his CD player for a while because his is broken. When Matthew gives it back, it does not work. Jayden is angry.

Allyssa, Breanna and Stacey are going to the school disco. Breanna wants them all to wear the same kind of clothes to the disco. However, Stacey’s Mum has just bought her a really cool outfit and she wants to wear that instead.

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Sean is going into a new class at the beginning of the year. His best mate, James, will not be in the same class. He is worried and upset.

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Anna and Danielle are at the shopping centre. Danielle wants Anna to hide some nail polish in her bag and leave the shop without paying for it. Anna doesn’t want to do it, but Danielle is her only friend.

© R. I . C.Publ i c at i ons Jeff, Ben and Andrew are in the same Emily and Hayley are group at school. Ben and Andrew often working on a class •f or r e v i e w p u r p osesonl y• invite Jeff over to their house to play. They project together. Emily

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constantly ask Jeff if they can go to his house to play. Jeff comes from a poor family and is ashamed of his house.

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is annoyed because she seems to be doing all the work.

Mr Hayden is giving a maths test. Stephanie and Belinda are sitting next to each other. Belinda whispers to Stephanie to ask for the answer to one of the questions.

Madeleine is having a birthday party. Her mum says that she may invite only eight children from her class. She has at least ten people that she was hoping to invite.

Jessie is always being told by her teacher how wonderful her stories are. Today the teacher told Casey that her story is really, really good.

Shane and Brad are brothers. They have decided to put their saved pocket money together to buy one big thing to share. Shane wants a DVD, but Brad wants a new game.

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

Primary health and values

Teachers notes

Values

Indicators • Gains an understanding of what a value is. • Reflects on his/her own values.

The lesson Discussion points:

Our values create the basis by which we lead our lives. When we have confidence in ourselves and strong values, it is easier to do things that are right for us. Those who have weaker values can often be led easily and may end up doing things they really don’t want to.

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• Discuss the ideas above to ensure students understand the meaning of the word ‘value’. • Read the information at the top of the worksheet together. Allow time for students to ask questions and for discussion. • Students work independently on Question 1. Explain to students to write their first thoughts about a topic. These could just be keywords or phrases. For example: War: frightening, violent, destructive etc. Ask for volunteers to read what they have written about one of the issues. • Students work independently on Questions 2 and 3. Answers can be shared and discussed. This could take place with the whole class or in small groups. Answers

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

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• What do you think a value is? How important are values in our lives? • ‘Just be yourself!’ Discuss. • What kinds of things do you value? • What do you think your parents value? How do you know? • How do you show what you value? What to do:

Background information

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Additional activities

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1. Answers will vary 2. (a) honesty (b) animal life (c) perseverance (d) the environment Additional answers for this question will vary. 3. Answers will vary

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• Ask the students to use the ideas they have written for Question 1 to suggest topics for debates; e.g. ‘War is unnecessary’. Students can then write debating speeches and participate in debates. • Ask each student to write an imaginary summary of his/her life’s achievements as if he/she was 80 years old. The students should write notes about their values and how they might influence what happens in their future before they write.

Primary health and values

Health curriculum links Nat.

3.1, 3.15

SMS3

NSW

V1, V6, COS2.9

Vic.

HPSR0302

Qld

EPD3.3

2.3

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

Values How you think and feel about different things shows what values you have. Some values are taught to you by your parents and those close to you. As you grow older, you develop your own values. Explain how you feel about the following issues. being unable to vote until you are 18

having to go to school until Year 10

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separate schools for girls and boys

pocket money

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war

animals performing in circuses

© R. I . C.Publ i cat i ons Read the stories below. Choose a word from the word bank that describes what each person• values. anything else think the person values. f oAdd rr evi e wyoup ur p ose sonl y• animal life

perseverance

honesty

the environment

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(a) Jason buys a book. He later discovers that the salesperson gave him too much change. Jason returns to the shop to tell the person what happened.

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o c . che e r o (c) Tim is finding his guitar lessons have recently become very difficult. Despite this, he t r s s r u e p keeps practising every day to reach his goal of joining a band. (b) Tamika finds an injured bird in her backyard. She rings a wildlife carer for advice.

(d) Shontelle writes a letter to a local politician. She is concerned that the bushland at the end of her street may be cleared to make way for new houses.

On the back of this sheet write a list of things you value the most. It may help to consider your interests, activities and career goals. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Fair play

Indicators • Gains an understanding of the term ‘fair play’. • Values fair play.

The lesson Discussion points:

Fairness 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 selfmanagement.

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• Ask the class to brainstorm a list of words and phrases they think of when they hear the term ‘fair play’. Ask why it might be important to a sports team. They could also give examples they have seen of fair play, and examples when someone has not played fair. • Read the text at the top of the page and discuss to ensure the students understand the meaning of each point before answering Questions 1 and 2. • Question 3 can be answered independently. • Students should work independently to answer Questions 4 and 5. Some volunteers could read aloud what they wrote on their certificates. Answers

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• What is fair play? • Sometimes it can be difficult to play fairly. Discuss. • Why are rules important in sports? • Should you always accept an umpire’s decision? Why? • Can you demonstrate fair play in areas other than sport? Give examples. What to do:

Background information:

To play fair, students need to: 1. respect the rules,

2. respect the officials and their decisions, 3. give everybody an equal chance to participate, 4. respect their opponent/s,

5. maintain their self-control at all times.

1 – 5. Teacher check

Additional activities

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• Ask students to watch televised sports matches and write examples of how fair the players were. • Write sets of ‘fair play’ rules for the classroom, for the home etc. • Small groups of students could write and perform their own radio commentary for part of an imaginary sports match. They should remark on the fairness of the players during the commentary.

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Health curriculum links

Primary health and values

Nat.

3.14

IS3

NSW

V2, IRS2.11

Vic.

HPSR0303

Qld

DCSPA3.2, EPD3.2, EPD3.4

2.5

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

Fair play Imagine you have just joined a sports team. The coach gives you this information. Fair Play

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Why do you think you should play by the rules and accept the umpire’s decisions?

Why do you think everybody should be given an equal chance to participate?

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Teac he r

We expect fair play from all team members. This means: • playing by the rules, • accepting the umpire’s decisions, • giving everybody an equal chance to participate, • respecting your opponents, • maintaining your self-control at all times.

•

maintain your self-control

Give an example of one way you could:

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Rate how important you think fair play is. Write why you chose this rating.

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o c . che e r o Congratulations! You have t r Fairest sPlayer Award supe r played your first match with the team and have been given the ‘Fairest Player’ award. Write a certificate which describes some of the things you did during the match to receive the award. The sport you played can be your favourite sport. R.I.C. Publications – www.ricgroup.com.au

Awarded to: For:

Primary health and values

Teachers notes

Tolerance

Indicators • Discusses and identifies tolerant and intolerant behaviour. • Suggests solutions to scenarios, or more tolerant behaviour.

The lesson Discussion points: What does the word ‘tolerant’ mean? What factors make people similar or different? Why is it good to have friends who are similar to you? Why is it good to have friends who are different from you? What are some family traditions you follow that may be different from those of other families? • How is your family the same as or different from others? What to do:

We live in a multicultural society. We look different and we live differently. We have different types of families. Differences can enhance our relationships and our society. Students need to be encouraged to recognise, appreciate and tolerate differences. Teaching children tolerance is also teaching them not to hate. Teachers can teach tolerance most effectively by modelling tolerant behaviour in the classroom and playground. Ensure students are exposed to people, literature and images that are multicultural and teach them about other beliefs, ethnicities and lifestyles. Tolerance is a skill which can reduce conflict and the need for conflict resolution. It is an ongoing process. Tolerance is also a quality needed in teambuilding. Educating students to be tolerant will:

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• Discuss the points above. • Organise the students into groups of five or six. • Read the first paragraph with the students and allow them to read and answer Question 1. • Discuss the answers, if desired, then ask students to read the scenarios in Question 2 and discuss them with their group. Students circle the intolerant behaviour and underline the tolerant behaviour. • As a whole class, discuss reasons for answers and allow students to write their answers to Question 3 individually. Individual students may be called upon to suggest alternative solutions to the class. Answers

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• • • • •

Background information

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promote the understanding and acceptance of individual differences,

•

minimise generalisations and stereotyping,

•

promote the need to counter prejudice and discrimination.

Additional activities

• Ask the students to talk about any instances of prejudice and discrimination that they have heard about or witnessed. • Students relate experiences that involve tolerant and intolerant behaviour. Discuss how they dealt with these. • Create a poster promoting tolerance in the school. • Students write a profile about themselves and group these according to some similarities or differences. Regroup these regularly to show that each student can be similar to or different from everyone else in the class. • Graph similar family groups, parental occupations, leisure time activities, favourite TV shows, music groups etc.

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1. Answers will vary since they will be determined by group consensus. 2. Intolerant behaviour = B and D; tolerant behaviour = A and C. 3. Answers will vary, since these will be individual responses.

•

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Primary health and values

Health curriculum links

Nat.

3.1, 3.13, 3.14, 3.15

CHL3, IS3

NSW

COS2.1, DMS2.2, INS2.3, IRS2.11, V1, V2, V3, V6

Vic.

HPIP0301, HPIP0302, HPIP0303

Qld

EPD3.1, EPD3.2

2.5

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

Tolerance Tolerance means respecting others, no matter what they look like or what they believe. It is our differences that make us unique!

Separate into groups of five or six to answer the following questions. (a) What kinds of things might people find difficult to tolerate?

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(b) How can you show you are a tolerant person?

Read the scenarios below. Circle the examples of intolerant behaviour or thinking. Underline the examples of tolerant behaviour or thinking.

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class at school. They usually walk home together and gossip about their favourite TV shows, music and clothes. Today, Fiona mentions a new group she saw on ‘Video Hits’. Kate turns to her and says, ‘Do you watch that silly show! They have really terrible music on!’

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Michael is playing at Sam’s house after school. Sam’s little brother, Jayson, keeps annoying them about joining in their game. Sam finally gets tired of him and yells at Jayson to go away. Michael convinces Sam that Jayson can join in.

o c . c e hday r Timothy sits next to Declan in class. Today is Lui Sing’s first at her new e o t r s s r The teacher likes to move the students school. She is very nervous.u The e p around often so they get to know teacher asks Bree and Tamara to look Scenario C

Scenario D

after her at break times. Usually they like to play on the climbing equipment or do gymnastics. They quite happily show Lui Sing around.

everyone in the class. Declan is always borrowing Timothy’s sharpener or marker pens without asking. Timothy is always telling Declan to get his own equipment.

On the back of this sheet write some suggestions for solutions or more tolerant behaviour from the people in the scenarios. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Respecting each other

Indicators • Identifies ways of showing self-respect. • Identifies ways of showing respect to others. • Writes statements which indicate respect.

The lesson Discussion points:

Treating others with respect makes our world a nicer place. We show respect to others when we treat them the way we would like to be treated. A respectful person: • is courteous and polite, • listens to what other people have to say, • doesn’t insult, or make fun of people, or call them names, or bully them, or pick on them, • doesn’t judge people before getting to know them, • is sensitive to the feelings of others, • doesn’t put pressure on someone to do something he/she doesn’t want to do. We live in a multicultural society where there are many cultures, languages, races and backgrounds. Variety can add interest to our lives if we learn to get along. To do this we must learn to respect each other. We can learn new things from people who are different from us. We learn not to stereotype people. We can develop an interest in and an appreciation of other cultures and backgrounds. We become less biased and more non-racist.

• Discuss the points above and read the first paragraph to the students. • Allow the students to read Question 1 themselves and tick the appropriate boxes. • Count the number of ticks; fewer than four ticks means the students don’t respect themselves enough. Discuss ways to remedy this. • Students complete Question 2. Answers need not be shared with the class (or marked) if the students do not wish to. • Students complete Question 3 and may share their answers with the class. Answers

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

• What does ‘respect’ mean? • How can we show respect? • How do we know we are respected? • Which people do you respect the most? Why? • What qualities do these people possess that make you respect them? • Do you think you could develop these qualities? What to do:

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Background information:

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1. Answers will vary. 2. Answers will vary. 3. Responses may be similar to those below: (a) ‘That looks really different! Yours is unique!’ (b) ‘That could work! Let’s try it and see how it goes! If it doesn’t work, we’ll try my idea.’ (c) ‘I prefer to do my best work all the time to show how good I am!’

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Additional activities • • • •

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Many students may not be aware that they must respect themselves as well as others. This helps to develop self-esteem.

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Practise saying one positive thing to yourself each day. Try to say one nice thing to someone else each day. List desirable qualities to aspire to. Construct a chart of actions showing respect and label it. Read it every day.

Health curriculum links

Primary health and values

Nat.

3.1, 3.13, 3.14, 3.15

CHL3, IS3

NSW

COS2.1, DMS2.2, INS2.3, IRS2.11, V1, V3, V6

Vic.

HPIP0301, HPIP0302, HPIP0303

Qld

EPD3.2, EPD3.4

2.3, 2.5

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

Respecting each other Showing respect for yourself and others is an important quality to develop. We respect other people if we treat them the way we would like to be treated. Tick the boxes that show a way you respect yourself. I don’t put myself down. ........................................................................................

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I say how I feel......................................................................................................... I expect other people to listen when I speak. ...................................................

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I always try to do my best. ....................................................................................

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I take care with my appearance. ......................................................................... I think my opinions are as important as anybody else’s. ................................

I don’t take any notice of people who tease me or call me names. ............

Complete the sentences below. Choose your own person for (c). You may choose a sports coach or music teacher etc.

(a) I respect my parents because

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because

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(b) I respect my best friend because

o c . che e r o t r s sup r (a) ‘Your drawing doesn’t look anything likee it is supposed to!’ We can hurt the feelings of other people when we do not show respect. This is called showing ‘disrespect’. Rewrite the statements below so that they show respect instead of disrespect.

(b) ‘I don’t care what you say! I’m doing it my way!’

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

Primary health and values

Teachers notes

Making decisions

Indicator • Reads and follows decision-making steps to solve a problem.

The lesson Discussion points:

Having choices and making decisions will have consequences, both positive and negative. Students need to become independent, in control of some of the aspects of their lives and learn to face the consequences. The steps for decision-making are:

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

• Discuss the points above. • Read the first paragraph and the decision-making steps in Question 1. Discuss them to make sure that the students fully understand them. • Read the problem with the students. Allow them to complete the steps independently or discuss them with a friend. Answers may be discussed as a whole class when completed. Students may consider alternative choices to those they originally thought of. Answers

• define the problem, • brainstorm possible solutions, • evaluate the ideas and consider all consequences, • decide on a solution and carry it out.

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Teac he r

• When you have to make a decision, do you look at all the options? • Do you talk it over with someone first? • Who do you discuss problems with? • Do you decide quickly? • Do you hope for the best? • Do you worry about making the wrong choice? • Do you always feel confident about choosing the right option? • Do you choose the easiest option? What to do:

Background information:

Answers will vary since responses are individual or partner decisions.

Additional activities

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• On a separate sheet of paper, describe a decision you have had to make using the decision-making steps. • Think of other scenarios and discuss possible solutions. • Decide who makes most of the decisions at home, school, at soccer etc. Discuss why that person (or people) makes the decisions. • Discuss the qualities of a good decision-maker. • Discuss things (or people) which may affect your opinion. Why do you think this is? • Brainstorm a list of positive consequences of making the wrong decision.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.1, 3.13, 3.14

SMS3, IS3

NSW

DMS2.2, INS2.3, PSS2.5, GDS2.9, IRS2.11, V3, V4

Vic.

HPIP0303

Qld

EPD3.2, EPD3.3, EPD3.4

2.5

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

Making decisions We all need to make decisions. Some of these are easier than others. Some decisions may become more complicated as you get older. Learning to make decisions for yourself is a sign that you are growing up and becoming more independent. It is important when making a difficult decision to think carefully, looking at all the choices and consequences before deciding.

• decide what the problem is (what is the decision I need to make?)

• look at all the possible choices and consequences

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

It is easier to make a good decision if a set of steps is followed.

• find the best choice • carry out the solution

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Teac he r

DECISION-MAKING STEPS

Look at the problem below and use the decision-making steps to solve the problem. Jamal is a new boy at school. Your teacher has asked you to look after him for the first day to help him find his way around. He turns out to be fun to be with and you start hanging out with him. You have been friends with Tom all your life and he is getting really annoyed with you because you haven’t been spending much time with him.

(a) What is the problem?

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(b) What are some of the choices?

. te o c (c) What are some of the consequences? . che e r o t r s super (d) What is the best choice or decision?

(e) How are you going to carry out this decision?

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

Primary health and values

Teachers notes

Managing your time

Indicators • Identifies activities completed during the week. • Completes a time management plan.

The lesson Discussion points:

Today many students lead as busy a life as their parents. Many families have both parents working so students are expected to be more independent. Time is very valuable and should be managed wisely. Students need to feel some control over their lives. Students may need to go to after-school care, attend sport or leisure-time activities, complete homework and relax. Students need to be taught to prioritise their activities so they are not stressed or overtired. They should be taught to manage their commitments while still having some time to relax.

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

• Discuss the points above. • Read the opening paragraph and Question 1. Make sure the students understand completely what to do before allowing them to complete Question 1 independently. • Read the instructions for Question 2 and allow students to complete their answers. Students may compare time management lists. Answers

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• What do you spend most of your time doing? • What do you need to spend more time on? • What are your favourite activities? • Why is relaxation important? • What happens if you are too tired at school? • What are the best times to do things that you have to do? What to do:

Background information:

Answers will vary since responses are individual decisions.

Additional activities

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• Encourage students to trial their time management program for a week and to report back as to its effectiveness. Discuss reasons for difficulties and how it can be improved. • Compare the time spent doing leisure-time activities to the time spent doing jobs at home. • Complete a pie graph showing the amount of time spent doing different types of activities. • It is never too early to begin using a school diary to list homework and social commitments. • Practise time management during the completion of a school project. Allow students to work out how much time needs to be spent each day to complete the activity to the best of their ability. (NEVER ALLOW STUDENTS TO PRESENT UNSATISFACTORY WORK IN ORDER TO GET IT FINISHED ON TIME.)

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.6, 3.1

CHL3, SMS3

NSW

DMS2.2, PSS2.5, V4, V5, V6

Vic.

HPIP0302

Qld

PHIC3.3, EPD3.4

2.2

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

Managing your time Sometimes life can get very busy. There may be school and family outings, sport and leisure groups, friends to visit, computer games to play, jobs to do at home and homework! In order to get everything done, it is important to manage time wisely. This means getting organised and sticking to a plan. Look at the list you made. • Circle any activities that you don’t HAVE to do, but do because you LIKE to do them.

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

• Put a number next to your HAVE TO DO activities to show order of importance or activities that must be finished first.

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Teac he r

You have to sleep and go to school, but the rest of your time should be managed wisely. Make a list of the activities you do after school during the week and on the weekend. Next to each activity, write how long it takes to do.

• Rewrite your list starting with your most important HAVE TO DO activity. Follow this with your LIKE TO DO activities.

My Time Management List

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5. 6.

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o c . che 8. e r o t r s9. super 7.

10. 11. 12. 13. 14. R.I.C. Publications – www.ricgroup.com.au

Primary health and values

Teachers notes

Setting goals

Indicators • Completes a plan for achieving a goal. • Sets goals in a number of areas. • Completes questions about goal-setting.

Background information

The lesson Discussion points:

• Discuss the points above. • Read the first paragraph with the students. Allow the students to complete Question 1 by themselves. Students may wish to share their responses with the class. REMEMBER, GOALS MUST BE ACHIEVABLE! • Students complete Questions 2 to 6 by themselves. Answers may be shared with a partner or the class. Answers

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

• What is a goal? • How do you set about achieving these goals? • Do you need other people to help you achieve your goals? If so, who? • Do you always achieve the goals you set out to achieve? • How do you feel when you reach your goal? • How does it feel to fail and take risks? • It is sometimes good to fail. Why do you think this is? What to do:

Teac he r

Goals must be achievable, not simply ‘wishes’. Goals must be personally important. This gives the motivation to try to achieve each goal. Goals must be clearly defined and have a specific plan of action. Setting goals which may not be achieved brings with it the risk of failure. Students need to be able to learn from and deal with disappointment. Students develop selfconfidence, self-esteem and control over their lives. Steps to achieving a goal include: 1. Expressing the goal in terms of specific events or behaviour. 2. Expressing the goal in terms that can be achieved.

3. Setting a time line for your goal.

2 – 3. Answers will vary since responses are individual decisions.

5. Planning and organising a strategy that will help you get to your goal.

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• Choose one of the goals in Question 2, write a plan for achieving this goal and put it into practice. Evaluate the success or failure of this goal. Say why it failed or succeeded. • Students relate a goal that was achieved and tell how it was achieved. • Practise setting long-term and short-term goals. • Students collate reasons for success onto a chart and display these positive strategies in the room to view daily.

6. Defining your goal in terms of steps. 7. Being accountable for your progress towards your goal.

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Additional activities

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4. Choosing a goal that can be controlled.

o c . che e r o t r s super

Health curriculum links

Primary health and values

Nat.

3.6, 3.1

SMS3

NSW

DMS2.2, INS2.3, PSS2.5, GDS2.9, V6

Vic.

HPIP0302

Qld

EPD3.2, EPD3.4

2.3

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

Setting goals Setting goals helps you to achieve something that is important to you. A plan can help you to reach your goal. Choose a goal and complete the steps below. My plan for achieving a goal

My goal is

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The steps to reach my goal are

I will reach my goal on

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How will you feel when you reach your goal?

Set goals in these areas: Personal

Friendships

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Family relationships

What things could stop you from achieving your goals?

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

Primary health and values

Teachers notes

A healthy environment

Indicators • Reads a poem about keeping the environment healthy. • Offers suggestions about how to keep the environment healthy.

The lesson Discussion points:

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What is meant by ‘our environment’? How does the environment become unhealthy? How can we keep it healthy or make it better? What does ‘recycle’ mean? How can we reuse our resources? How does it help our environment to plant trees? What are some ways to conserve water? What does it mean by ‘replenishing the land’? How can we do this?

Our earth and its resources are not infinite. We need to encourage students from an early age to look after the environment and keep it healthy. Strategies need to be taught and reinforced to allow students to do their bit to help the environment. Students shouldn’t be discouraged and think that the task is too difficult for their efforts to have any impact. One lone yachtsman, Ian Kiernan, was responsible for starting Clean up Australia Day. Every person can make a difference. Students can take responsibility for their own yard, classroom, school playground and local environment. Students can be involved in tree-planting days and bush care days.

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

What to do:

• Discuss the points above. • Read the poem with the students and discuss any unknown words. • Students may discuss answers for Question 1 with a friend and complete the boxes or work independently. • Students answer Question 2 independently and may share their answers with the class. Teachers may list answers to Question 2 on the board or on a sheet of cardboard for display. • Question 3 may be given as a homework project or completed in class. Completed posters may be displayed in the room or on the windows to encourage others to look after their environment. Answers

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• • • • • • • •

Background Information

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Answers will vary since responses are individual.

Additional activities

• Investigate local conservation areas where students can be involved. • Organise a group to be involved in Clean up Australia Day. • Make a world shape during art and craft activities; add arms and legs to make it look ‘human’ and write a slogan on it promoting a healthy environment. • Begin a worm farm at the school to encourage the reuse of school lunch scraps. • Start a compost bin at your house. • Decorate the school bins during a Design and Technology project; make them very visible, so students always remember to put their rubbish in them. • Hold a ‘package free’ day and ask students to bring their morning tea and lunch snacks without wrapping. Count the amounts and types of rubbish left, record and compare to the following day, when packaging will be back to normal. • Reward students who clean up without asking. • Hold a ‘Cleanest classroom’ competition and reward the class which keeps the area outside their classroom the tidiest. • Adopt a school garden to weed and water and keep tidy.

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o c . che e r o t r s super

Primary health and values

Health curriculum links

Nat.

3.11, 3.12

CHL3, SMS3, IS3

NSW

DMS2.2, INS2.3, PSS2.5, PHS2.12, SLS2.13, V3, V4

Vic.

HPIP0301, HPIP0302

Qld

PHIC3.1, EPD3.4

2.5, 2.6

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

A healthy environment

The world is such a happy place, The sun looks down with a smiling face. The air is clear, the sky is blue, To keep it this way here’s what to do!

r o e t s Bo r e p ok u S wealthy and fit!

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Teac he r

Recycle rubbish, reuse and plant, Conserve the water and replenish the land. It may seem hard, but if we all do our bit We’ll keep the world healthy,

Fill the boxes with suggestions for keeping the environment healthy. the playground

the school

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the park

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Why is it so important to keep the environment healthy?

Recycling is one good way to keep our environment healthy. On a separate sheet of paper, research and design a poster to tell people what they can do to help. R.I.C. Publications – www.ricgroup.com.au

Primary health and values