Level 6
Written by Jenni Harrold RIC-0713 3.7/408
Published by R.I.C. Publications http://www.ricgroup.com.au
Foreword Health is a seven-level series that provides students with the background knowledge and skills they need to develop their own balanced lifestyle and to carry that healthy lifestyle through to adulthood. It explores physical, emotional and social aspects of health issues. This series has been written in line with current outcome statements in the Health and Physical Education learning area. A teacher information page has been included, along with answers where applicable. The factual and open-ended activities in this series aim to promote healthy living, for life, in your students.
r o e t s Bo r e p ok u S Health Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
NT WA Vic. NSW Qld 1 K K 1 1 1 2 2 2 1 3 3 2 2 3 4 4 3 3 4 5 5 4 4 5 6 6 5 5 6 7 7 6 6 7
Tas. K 1 2 3 4 5 6
SA ACT 1 K 1 1 3 2 4 3 5 4 6 5 7 6
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This series includes:
Contents Teachers Notes ........................................ ii Self-management Skills Curriculum Links ................................ iiiP – vu © R. I . C. bl i cat i ons Concepts for a Healthy Lifestyle •f orr evi ew pur posesonl y•
The student applies self-management skills, showing an awareness of beliefs and values, and predicts the risks and benefits for the achievement of health and physical activity goals.
The student understands how factors influence personal health behaviours and how to appraise own and others’ health, safety and physical activity practices.
Here is a Legend! ................................... 19 Lifestyle Check-up ............................... 20 Respect .................................................... 21 Friendships ............................................. 22 Setting Goals ......................................... 23 Peers ........................................................ 24 Decisions, Decisions ............................. 25 Cooperation ............................................ 26 Conflict.................................................... 27 ‘Stressed Out!’ ...................................... 28 Values and Attitudes ........................... 29 My Thoughts and Feelings .................. 30
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A Balanced Diet......................................... 1 Nutrients ................................................... 2 Physical Fitness ........................................ 3 Personal Exercise .................................... 4 Posture ....................................................... 5 Heart Disease ........................................... 6 Rest and Relaxation ................................ 7 Puberty ....................................................... 8 Menstruation ............................................ 9 Pimples ....................................................... 10 ‘Sunsmart’ ................................................. 11 Alcohol ....................................................... 12 Inhalants ................................................... 13 Cigarettes ................................................. 14 Passive Smoking ...................................... 15 The Media ................................................. 16 Accidents .................................................. 17 Bicycle Helmets....................................... 18
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Teachers Notes The main goal of Health is to provide students with knowledge and promote the development of skills they need to create a balanced lifestyle and to carry that lifestyle through to adulthood. This book has been written in accordance with the current outcome statements and links to these for your State can be found on pages iii – v.
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The activities provided in the series cover aspects of: • individual health; • human development; • safety issues; • human relationships; and • nutrition.
Many of the activities in this book are open-ended and provide students with an opportunity to voice their knowledge and opinions and to develop values. During discussions that arise from these activities, encourage students to develop critical thinking skills. Your responses to students’ statements are an important factor in developing these. 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 opinion.
© R. I . C.Publ i cat i ons The factual quizzes and questions in this package should be used to find out what • areas need bev developed or revised. f o rtor e i ewfurther pur p osesonl y•
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Curriculum Links
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The community is generally united in their overall opinions and goals in relation to the education of young people. In the areas of Growth and Development and Drug Education, the form and timing of this education varies between different community groups based on a wide range of factors, mainly religion and community expectations. Activities in both these areas are provided in this series; however, the author recognises the rights of schools, teachers and parents to guide education according to their own priority. R.I.C. Publications
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Curriculum Links The activities within this book have been written to develop the following outcomes. Learning Area – Health and Physical Education State National SA
Strand
Level Outcome
Human Development
3
4
Explains differences in growth and development between individuals.
3.2
Examines views about men and women and the effects of these on girls and boys.
4.1
Explains how people manage significant transitions in their growth and development.
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Physical Activity and the Community
4.2
Explains how personal and community practices reflect different beliefs or values about expressions of sexuality.
3.5
Gives personal views of fitness and participates in activities to stay fit.
3.6
Identifies how people and facilities influence the choice of recreation, sporting and leisure activities.
4.5
Identifies and takes part in activities that contribute to the development of particular components of fitness.
4.6
Plans strategies to promote participation in recreational activities.
3.7
Discusses influences on personal food intake.
3.8
Evaluates a particular meal, using a food selection model and cost as criteria.
4
4.7
Identifies issues related to why individuals and groups in the same community may have different eating and meal patterns.
3
3.9
Discusses ways in which the community promotes the health of individuals and groups.
3
4
People and Food
3
Health of Individuals and Populations
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Statement
3.1
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Evaluates claims made by suppliers of health-related products and services.
4.9
Identifies and analyses images of health and how these influence personal and community health goals.
4.10
Investigates the health services available to different groups in the community.
3
3.12
Demonstrates strategies that deal with unsafe or emergency situations.
4
4.12
Assesses options and consequences in responding to unsafe situations.
4.13
Identifies and takes part in group activities that encourage the participation and cooperation of all members.
3.13
Explains the influences of personal characteristics and interpersonal skills on relationships, group performance and community living.
3.14
Formulates codes of behaviour to enhance cooperation and assist interpersonal relations within a range of groups and contexts.
3.15
Explains how different ways of describing people influence how people value and treat themselves and others.
4.13
Discusses how taking on different roles affects relationships, attitudes and behaviours.
4.14
Analyses the ethical dimensions of various rules and codes of behaviour.
4.15
Analyses the ways in which people define their own and other people’s identities.
4
Safety
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3
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Curriculum Links State WA
Strand Concepts for a Healthy Lifestyle
Self-management Skills
Statement
3
CHL 3
Understands that personal health, safety and physical activity practices enhance the physical, mental, emotional and social aspects of their own and others’ health.
4
CHL 4
Understands how factors influence personal health behaviours and how to appraise their own and others’ health, safety and physical activity practices.
3
SMS 3
Uses basic self-management skills to meet personal health and physical activity needs.
4
SMS 4
Applies self-management skills, showing an awareness of beliefs and values, and predicts the risks and benefits for the achievement of health and physical activity goals.
3
IS 3
Demonstrates communication and cooperation skills that contribute to interpersonal and group interactions.
4
IS 4
Demonstrates communication and cooperation skills that enhance interpersonal and group relationships.
Physical Activity and
3
the Community
4
Human Development
3 4
Human Relations
3
Give views of fitness and participate in activities to stay fit. Plan strategies to promote participation in recreational activities. Explain differences in growth and development between individuals. Identify and describe significant transitions in growth and development and the different ways that people deal with them. Explain the influence of personal characteristics and behaviour on relationships, group performance and community living. Explain how various rules may affect behaviour. Explain how different ways of describing people influence how people value and treat themselves and others. Discuss how taking on different roles affect relationships, attitudes and behaviour. Formulate codes of behaviour that enhance cooperation and assist interpersonal relations within a range of groups and contexts. Discuss the ways in which people define their own and other people’s identities. Demonstrate strategies that deal with unsafe or emergency situations. Assess options and consequences in responding to unsafe situations. Discuss ways in which the local community contributes to the health of individuals and groups. Consider information provided by manufacturers and advertisers of health-related products and services. Identify and analyse images of health and how these influence personal and community health goals. Explain some physiological, social, cultural and economic reasons for people’s food choices. Identify and discuss issues related to food and nutrition.
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Outcome
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Interpersonal Skills
VIC
Level
4
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Health of Individuals and Populations
3
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People and Food
4
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Curriculum Links State NSW
Queensland
Strand Active Lifestyle
Level Stage 3
Outcome ALS 3.6
Growth and Development
GDS 3.9
Interpersonal Relationships Personal Health Choices Safe Living
IRS 3.11 PHS 3.12 SLS 3.13 3.1
Students describe the impact of their own and others’ behaviours on health, and propose personal and group actions which promote the dimensions of health. Students explain how eating behaviours affect health and take action on a food-related goal which promotes health. Students identify potentially hazardous situations and demonstrate actions to respond to unsafe and emergency situations. Students describe features of places where they live, work and play that influence the health of themselves and others, and propose ways they can help the people who are responsible for keeping these places healthy. Students classify a range of actions, behaviours and attitudes as contributing positively or negatively to their health, and explain their reasons. Students recommend actions they can take to promote their health in response to social, biological or environmental factors. Students develop and implement strategies for optimising personal diet based on identified nutritional needs for growth, energy and health. Students propose ways of responding to situations and behaviours that are unsafe, harmful or risky, after assessing options and consequences. Students justify the selection of health products and services that best meet their health needs. Students identify aspects of their social and physical environments that enhance, or pose threats to, their health, and plan strategies for achieving healthy environments for themselves and others. Students identify laws and policies that apply to their behaviours and discuss the impact of these on their health and safety. Students describe what it means to be fit and demonstrate activities that promote health-related fitness. Students identify and take part in a variety of physical activities that contribute to the development of particular components of health-related fitness. Students explain how different ways of describing people, including stereotyping of males and females, influence the way people value and treat themselves and others. Students develop and implement strategies, including codes of behaviour, to promote relationships in various groups and situations. Students identify physical, social, intellectual and emotional changes associated with growth and development, and recommend ways to promote their own growth and development. Students demonstrate communication, cooperation and decisionmaking skills to collaborate in social, team or group situations. Students evaluate the influence on self-concept and self-esteem of their own and others’ behaviours, including recognition of achievement and changes in responsibilities. Students explore different types of relationships and evaluate standards of behaviour considered appropriate for these relationships. Students explain how factors, including challenges and inherited characteristics, influence physical, social and emotional growth and development. Students demonstrate skills and actions that support the rights and feelings of others, while adopting different roles and responsibilities in social, team or group activities. Students describe the impact of sexual maturation and puberty on relationships and self-esteem.
3
3.2 3.3 3.5
D3.6
4
4.1 4.2 4.3
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Promoting the Health of Individuals and Communities
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Statement Shows how to maintain and improve the quality of an active lifestyle. Explains and demonstrates strategies for dealing with life changes. Describes roles and responsibilities in developing and maintaining positive relationships. Explains the consequences of personal lifestyle choices. Describes safe practices that are appropriate to a range of situations and environments.
4.4 4.5
D4.6
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Developing Concepts and Skills for Physical Activity
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Enhancing Personal Development
3
3.3
4
4.3
3
3.1
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4
4.1 4.2 4.3 4.4 D4.5
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A Balanced Diet It is important to ensure that we have a well-balanced diet to keep our bodies in the best possible condition. We need a variety of different foods for a healthy body. The healthy eating guide model can help you to plan your diet.
1.
Milk, yoghurt, cheese
Bread, cereals, rice, pasta, noodles
Lean meat, fish, poultry, eggs, nuts
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Snack
Lunch
Snack
Dinner
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Monday
Wednesday Thursday Friday
Saturday
© R. I . C.Publ i cat i ons Explain the can influence what eat. •how f o rfollowing r evi ew pu r pyou os esonl y•
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friends
(b)
culture
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availability
(d)
illness
(e)
parents
(f)
money
(g)
time
(h)
special occasion
(i)
advertising
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3.
Choose these sometimes or in small amounts
Plan a well-balanced diet for seven days that will feed a family of two adults and two children. Breakfast
2.
Drink plenty of water
Fruit
Vegetables, legumes
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Draw five foods you know are healthy but that you do not include in your regular diet.
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Nutrients Good nutrients help you to maintain a healthy, functioning body. There are seven nutrients that our body requires. These are vitamins, minerals, water, protein, fats, carbohydrates and dietary fibre. Nutrients regulate the body processes and provide energy and material for healthy bones and muscles.
1.
Complete the table to show where you can get the required nutrients. Nutrient
Minerals
Dietary Fibre
Protein
Function
Sources
Maintain healthy bones, teeth, eyes, skin, nerve cells and red blood cells. Help nerve and muscle function, bone, teeth and haemoglobin formation and metabolic processes.
Slows digestion of food and reduces the amount of cholesterol in the blood.
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Vitamins
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Needed to make and repair cells, provides energy and makes hormones, enzymes and antibodies.
© R. I . C.Publ i cat i ons Fats Provide energy, act as carriers fors some •f orr e v i e w p u r p o s e onl y• vitamins and contain an acid needed for
Carbohydrates
Provide energy and fibre.
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Regulates body temperature, acts as a lubricant and aids in excretion of waste.
Water
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healthy skin.
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Does your diet provide you with these nutrients?
3.
What nutrients do you need to add to your current diet to create a balance?
Nutrients
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good
—
Vitamins Minerals Dietary Fibre Protein Fats Carbohydrates Water R.I.C. Publications
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Physical Fitness A person who is physically fit is capable of carrying out a wide range of activities without becoming fatigued.
1.
There are four areas of physical fitness. Complete this table.
Benefit
Area
Cardiovascular Endurance
Muscle Strength
Flexibility
2.
r o e t s Bo r e p ok u S Improves the cardiovascular system to enable the whole body to exercise for longer periods.
Improves the ability of muscles to work for longer periods.
Increases the amount of force a muscle can exert.
Allows for a wide range of movement of the joints.
Illustrate a sport or activity that will improve these skills. Coordination
Agility
Reaction time
Balance
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Muscular Endurance
Suitable activities
Power
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To prevent injury when participating in physical exercise, there are some areas that need to be considered.
3.
Explain how the following can prevent injury. (a)
Warm-up/cool down
(b)
Appropriate clothing
(c)
Being aware of water intake
(d)
Restrictions when ill
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Personal Exercise
1.
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To maintain a suitable level of fitness it is necessary to exercise regularly. Keeping up a routine and gaining the most benefits will depend on the following elements. • Enjoyment and motivation – plan activities that are fun to do and that will keep you interested. • Variety – include different activities so you do not get bored. • Progression – start at the right level for your fitness and skills and progress gradually. • Duration/Frequency/Intensity – increase gradually at a suitable level. • Specific Exercises – choose exercises designed specifically for the result you want.
Plan an exercise routine for a week that includes the elements discussed.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
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What is your favourite type of exercise?
(b)
Which of the elements of fitness are included in that exercise?
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(a) If you were to excel at one sport and reach world championship status, which sport would it be?
Write a brief profile of your sporting hero. Name
Profile
(b) Explain the skills required for this sport.
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Posture Correct posture ensures that the body is positioned in the right way whether standing, sitting, lying or moving. Correct posture ensures: • the back is supporting the weight of the body; • the body organs are working properly; • the muscles are working efficiently; and • the individual has a feeling of selfconfidence. People who develop poor posture may be selfconscious, lazy or unaware of the health problems. Poor posture is a major cause of back problems which affect many people.
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Illustrate the correct and incorrect ways of doing the following.
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My back hurts! I wish I had sat properly.
Carrying a schoolbag correct incorrect
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Sitting at the computer correct incorrect
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Lifting an object from the ground
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incorrect
List some of the things that may make a person feel self-conscious and develop poor posture.
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Make a list of good posture practices.
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Heart Disease
1.
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Compile a list to show the best ways of avoiding heart disease.
2.
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Cardiovascular disease, or disease of the heart and surrounding blood vessels, is the greatest cause of death in Australia. In many cases, heart disease is preventable if we maintain a healthy lifestyle. One of the most common types of heart disease is when there is a build up of fatty deposits in the arteries. These deposits stiffen and thicken the walls of the arteries. The blood flow is restricted and blood clots may develop. Cigarette smoking, high blood pressure and a high-fat diet will increase the chances of developing this disease. When the blood flow is restricted and the muscles are starved of oxygen, a heart attack or stroke can occur. High blood pressure makes the heart work harder. The walls of the heart thicken and the heart and arteries become damaged.
Illustrate the main groups of foods that should be eaten only rarely if we are to maintain a healthy cardiovascular system.
4.
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What changes could you make to your lifestyle now to avoid heart disease when you are older?
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Describe some situations where you may experience higher blood pressure when the heart beats faster.
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Rest and Relaxation Rest and relaxation are just as important to your wellbeing as healthy eating and exercise. Your body needs to be able to recharge itself through sleep and relaxation. When you do not get enough sleep, the effect on your lifestyle can be obvious.
1.
How can a lack of sleep affect you?
Sometimes it can be difficult to get a good night’s sleep.
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Explain how the following can help improve your sleeping habits. Avoiding certain food and drink
(b)
Exercise
(c)
Reading
(d)
Air circulation
(e)
Avoiding stress
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Dreams are said to be your subconcious thoughts.
4.
What types of dreams do you have?
© R. I . C.Publ i cat i ons Illustrate four ways that you enjoyp relaxing. •f or r e vi ew ur posesonl y•
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What are some benefits of relaxation activities?
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Puberty Puberty is the period in your life when your body starts to change and develop to prepare for reproduction. There are many physical and emotional changes that you will experience. Significant changes will occur to both boys and girls, with girls usually noticing the changes earlier.
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Write what you know about the physical changes that occur during puberty.
2.
true
Complete the table.
(a)
Everyone starts puberty at the same age.
(b)
Girls usually mature earlier than boys.
(c)
false
unsure
© R. I . C.Publ i cat i ons Puberty ar time of i change. •f oisr ev ew pur posesonl y•
(d)
The end of puberty is 15 years of age.
(e)
Changes in moods take place more often.
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3.
Boys
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Girls
Physical changes are exactly the same for everyone.
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magazines
teachers
relatives
4.
The best things about growing up are …
5.
The things I find hardest to cope with are …
6.
Boys/Girls have more problems during puberty because …
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Menstruation Starting to menstruate (having a period) is probably the single biggest change that happens to girls during puberty. Periods can start any time between the ages of about nine and sixteen. Usually, a girl will start to menstuate after the breasts begin to develop. The menstrual cycle prepares your body each month for pregnancy. When ovaries are fully developed during puberty, they release ova (eggs). The mature ovum (egg) travels down the fallopian tubes to the uterus. If the ovum is fertilised by sperm, it will attach itself to the lining of the uterus. The lining is rich with blood and tissue to prepare for the egg. If the egg is not fertilised, the lining and the egg will detach and pass out of the uterus into the vagina. This then leaves the body as menstrual fluid. The menstrual cycle is around 28 days. A period can last from two to eight days.
ovary
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Ovum matures in the ovary and lining develops in the uterus.
(b)
Ovum moves through the fallopian tubes.
(c)
Lining in the uterus breaks down.
(d)
Ovum is released from the ovary.
(e)
Menstruation begins and the lining is shed.
(f)
Ovum does not fertilise and dissolves.
true © R. I . C.Publ i cat i on s false Girls begin their period at the start of puberty. •f orr evi ew pur posesonl y• A period can last 28 days.
Complete the table.
(a) (b) (c)
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Girls should not do any exercise when they have their period. Some girls experience moodiness and cramps before their period. Sanitary pads and tampons need to be changed regularly.
(e)
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Before a period, hormones in the body are changing. A girl can experience some of the following symptoms: • • • • •
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uterus
Order these to show the correct cycle.
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fallopian tubes
3.
Make a list of some of the things that can be done to ease these symptoms.
an increase in pimples. cravings for sweet foods. sore and tender breasts. a bloated feeling. moodiness and irritability.
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Pimples Cleaning your skin rids it of dirt, the old layer of dead skin and make-up which can block the pores and cause pimples and infections. During puberty, the skin starts to thicken as your body goes through changes. The glands in the skin also change as the sex hormones start circulating throughout your bloodstream. The oil produced by the glands makes its way to the surface of the skin. When the skin is not cleaned, the oil can clog the pores, causing pimples and blackheads. If you do not suffer from pimples during puberty you are definitely one of the lucky ones! Correct skin care can help to prevent pimples. Hormones are also responsible for pimples, though — and there is not much you can do about them!
Describe a good skin care routine that could be followed each day.
2.
True or False?
(a) Never squeeze pimples as the infection can spread.
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© R. I . C.Publ i cat i on sf t (c) Hormones can be responsible for pimples. •f orr evi ew pur poseso nl y• t f (b) You should wash your face each day.
(d) It is usually safe to squeeze blackheads.
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(f) Bad acne can be helped with creams and antibiotics.
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(e) Remove any make-up before going to sleep.
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What are some of the skin problems that the following can suffer from? Provide a solution for each. Baby skin
Problem
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Solution
Teenage skin
Problem
Solution
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Health
‘Sunsmart’ Sunshine contains ultraviolet rays, which have an effect on your skin. These rays can cause sunburn and damage the cells in your skin to produce wrinkles and sagging. Skin cancers can develop with prolonged exposure to sun rays. The number of people developing skin cancer in Australia is increasing.
Design a fashionable item of clothing for either boys or girls that both looks good and offers protection from the sun.
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(a) Dark-skinned people do not need to worry about skin cancer.
(b) The worst time of day to be in the sun is between 11 a.m. and 3 p.m. (c) There is no need to apply sunscreen to hands and feet. R.I.C. Publications
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Illustrate the different ways you can protect yourself from the sun’s rays.
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(d)
Wear sunscreen even on cloudy days.
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(e)
Melanoma is the most dangerous skin cancer.
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(f)
Sunscreens are all the protection you need from the sun.
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Alcohol
1.
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What does this statement mean to you? ‘Alcohol is a socially acceptable drug’.
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Alcohol is a powerful, toxic drug. It can poison the body if taken in large amounts or with other drugs. Alcohol is a depressant which slows down the brain and nervous system. It can damage all the major organs in the body. Because alcohol is legal, it is generally seen as an acceptable, safe drug. However, alcohol is often misused, which causes many health, social and community-related problems. Alcohol affects all people differently. It takes about one hour for an average healthy adult to eliminate one standard drink of alcohol. So, you can not sober up quicker by drinking coffee or taking a shower.
Compile a list of the reasons you think people drink alcohol.
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These are some of the effects alcohol can have on the body. Tick if you think they are short-term effects or long-term effects. Short Long
(a)
Loss of coordination.
(b)
Heart and blood disorders.
(c)
Skin problems.
(d)
Vomiting and unconsciousness.
(e)
Aggression.
(f)
Loss of inhibitions.
(g)
Liver and brain damage.
(h)
Flushing and dizziness.
(i)
Depression.
(j)
Loss of memory.
(k)
Staggering and slow reactions.
. te
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3.
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Health
Inhalants
© R. I . C.Publ i cat i ons unconscious fresh panic ambulance •f orr ev i ew p ur pos esonl ycalm •
Complete the cloze about what to do if someone is unconscious, about to pass out, or about to be sick because they have used a substance.
Do not
. Keep calm and keep the person , make sure that there is plenty of
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them in the recovery position.
Call an
2.
. If
they are air, and
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, or a doctor.
o c . che e r o t r s super
List some reasons why you think people experiment with inhalants.
R.I.C. Publications
lie
m . u
1.
r o e t s Bo r e p ok u S
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Teac he r
Inhalants are substances that release vapours which are breathed in by the user. The vapours that are inhaled are absorbed through the lungs and rapidly reach the brain. The following might then happen: • disorientation, loss of control; • light-headedness; • seeing and hearing things that are not real (hallucinations) which can be frightening; • blackouts; • suffocation (if the substance is inhaled from a plastic bag); • headaches, feeling sick, being sick, diarrhoea; • a ‘merry’ feeling (euphoria); • increased and irregular heartbeat; • throat swelling and possibly blockage (asphyxiation); • death by choking; • sudden sniffing death (the chemicals react with your body causing the heart to stop, and not start again) accidents; or • long-term use may damage the brain, liver and kidneys. There are three broad categories of inhalants. • Adhesives, e.g. glue. • Solvents, e.g. petrol. • Assorted, e.g. nail polish, cigarette lighter gas.
• 13 •
3.
Create a slogan/poster that discourages inhalant use.
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Health
Cigarettes Every year, thousands of Australians die from smoking-related diseases. Smoking is Australia’s major preventable health problem. There are over 1 000 different substances found in cigarettes. Tar, nicotine and carbon monoxide are the three most dangerous. Tar is a brown sticky mixture, made up of poisonous chemicals which collect in the lungs and leave a coating. Nicotine is the drug that causes addiction. Carbon monoxide is the same gas that comes out of car exhausts. It starves the body tissues of oxygen and is a major contributor to heart disease.
ew i ev Pr
2.
r o e t s Bo r e p ok u S
Given all the health risks, write the reasons why you think some people still take up smoking.
Teac he r
1.
Explain your views on this statement.
‘Children are more likely to take up smoking if their parents are smokers.’
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4.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
One of your friends has started smoking. What are some of the things you could say to him/her?
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True of False?
o c . che t f e r o t r s super 5.
(a) It is illegal to sell cigarettes to children under 18 years of age.
(b) In Australia, cigarette advertising and sponsorship are banned.
t
f
(c) If you are under 18 you are allowed to buy cigarettes from a vending machine.
t
f
(d) All schools are smokefree zones.
t
f
R.I.C. Publications
m . u
3.
• 14 •
Draw a cartoon to show one of the shortterm effects of cigarette smoking.
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Health
Passive Smoking Passive smoking is when you are around someone who is smoking and you breathe in their smoke. Smoke escapes from the smoker’s mouth and the burning end of the cigarette. Passive smoking can cause: • sneezing and coughing; • watery eyes; • breathing problems; • slower lung growth; • a decrease in lung function; • wheezing in asthma sufferers; • ear infections; • increased risk of heart disease and lung cancer; and • headaches.
What are some of the things you can do when people are smoking around you? ‘Everyone has the right to clean, smoke-free air.’
2.
Complete the following:
(a)
3.
Children whose parents smoke are more likely to suffer from …
ew i ev Pr
Teac he r
1.
r o e t s Bo r e p ok u S
Cigarette smoking is now banned in many public places. List those places in your local community where smoking is banned.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
Passive smoking can make you feel
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4.
Make a list of the parts of the body that can be affected by passive smoking.
m . u
(b)
o c . che e r o t r s super
Design a poster to inform people that an area is smokefree.
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Health
The Media These days we are bombarded by thousands of images in the media. Whether from television, radio, magazines or newspapers, many of these have an impact on our thoughts and attitudes. The media are able to present advertising campaigns and information that may be relevant to our lifestyle. Quite often, the media can influence the decisions you make about many everyday things. Some of these decisions can have a positive impact, while others can be quite negative.
Which forms of the media do you use regularly?
2.
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Teac he r
1.
r o e t s Bo r e p ok u S
Illustrate and label your favourite and least favourite advertisements. Favourite
Least favourite
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3.
m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
Make a list to show the positive and negative impact the media can have on your decisions and behaviour.
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Positive influences
4.
Negative influences
o c . che e r o t r s super
Write a brief letter to the editor of your favourite magazine to express your views on one of the following. (a)
Fashion models should reflect the size and appearance of average teens.
(b)
Advertisements that promote ‘junk food’ should be banned from magazines.
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Health
Accidents Accidents can happen to anyone. However, most are avoidable. The causes of most accidents fall into two categories: human behaviour and physical conditions.
1.
Complete the table to show the types of accidents that can occur, factors that can cause accidents and ways to avoid them.
r o e t s Bo r e p ok u S
Type of accident
Causes of accident
Ways to avoid the accident
Child is hit by a car
House fire
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Teac he r
Carelessness
Keep medicines locked away Badly maintained car
Electric shock
© R. I . C.Publ i cat i on sa helmet when riding Wear a bicycle •f orr evi ew p ur posesonl y• Heavy rain
Drug overdose
Draw a cartoon strip to show the consequences of an accident that you have seen or been involved in.
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2.
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3.
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Take notice of school rules
o c . che e r o t r s super
Make a list of the types of accidents that the following groups of people are most at risk of. Babies
R.I.C. Publications
Toddlers
Age 13 – 17
Age 5 – 12
• 17 •
Adults
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Elderly
Health
Bicycle Helmets Many of you probably have your own bike, or are able to borrow or hire a bike to go riding. Perhaps you even ride to school each day. Whenever you ride your bike, you need to be responsible. That means following all the road rules, taking care and wearing a bicycle helmet.
1.
r o e t s Bo r e p ok u S
How do you feel about wearing a bicycle helmet?
3.
When might children be tempted not to wear their helmets?
4.
Draw a cartoon to show the benefits of wearing a helmet.
5.
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Teac he r
2.
When the government first enforced the law, some riders were reluctant to wear helmets. Give some reasons to explain why.
Design a poster that would encourage senior school students to always wear their helmets.
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6.
m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
o c . che e r o t r s super
Describe the consequences of not wearing a helmet.
R.I.C. Publications
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Health
Here is a Legend! Each of us is unique and special. There is no-one else anywhere who is exactly the same as you are—even if you are an identical twin!
1.
Well done!
Good on you!
Here is an opportunity to help you remember all the ways you are special and one of a kind.
r o e t s Bo r e p ok u S
My greatest achievement is
I really enjoy participating in
Teac he r
I have learnt to
ew i ev Pr
The best part of my body is My appearance is I am very skilled at I am a terrific I take responsibility for
© R. I . C.Publ i cat i ons I like• to laugh about f or r evi ew pur posesonl y• My family is proud of my
My friends make me feel
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The school subjects I am best in are I am not afraid to When I am faced with a challenge I
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I know how to
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My teacher thinks I
People care about me because My best quality is I love to wear
These things make me interesting I care about I am most proud of My favourite physical trait is R.I.C. Publications
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Lifestyle Check-up What is your lifestyle like? Is it healthy, active and well balanced? Or is it more fast food, television and computer games? Perhaps you need to have a check-up to see how well you rate!
1.
Make a list of the activities you enjoy doing and write whether they are active or passive.
r o e t s Bo r e p ok u S
2.
Active/Passive
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Teac he r
Activity
Complete the following checklist. Most of the activities I am involved in are active.
I have a well-balanced lifestyle. I do not have the skills required to participate in some physical activities.
My interests are varied. I prefer quieter, less active activities.
© R. I . C.Publ i cat i ons I spend more time relaxing than There are valid reasons why I participating. •notf o rr ev ew pur pose sonl y• do participate ini physical I prefer to be alone and do not activities.
like joining in with others.
4.
5.
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3.
Describe the benefits of having an active lifestyle.
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m . u
I do not enjoy participating in sport.
o c . che e r o t r s super
What feelings do you experience when you are involved in passive activities?
Prepare a list of actions you can take to improve your lifestyle. Start small and work towards larger goals by ranking each.
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Respect Showing respect gives you the opportunity to value yourself and other people. Self-respect is important to develop your own selfesteem. When you can show respect for other people and property, you can form healthy relationships and appreciate things around you. Each one of us has different qualities, strengths and weaknesses. When you have respect for others, you understand and appreciate these differences.
r o e t s Bo r e p ok u S
Choose 10 students in your class and place each into one of the following areas. Some people may fit into more than one area.
Name
• • • • • • •
Language – good with words, likes to read, write and speak. Art – expresses ideas in paintings and drawings. Social – enjoys friends, groups and social activities. Sport – expresses himself/herself through sport and dance. Music – enjoys singing and playing musical instruments. Mathematics – enjoys numbers and science. Personal – works alone and has deep feelings.
Language
Art
Social
Sport
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Teac he r
1.
Music
Maths
Personal
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2.
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© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
o c . che e r o t r s super
Which areas are your strengths and weaknesses? Strengths
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Weaknesses
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Friendships Friends are the people we choose to share experiences in our life. Good friends are important for many different reasons. Of course, your family is the first group of people you share things with. As you get older, though, you tend to branch out and look for others who share your interests. Some people make friends in primary school and stay in touch with them through their lives. Others may change their friends often, or have many people with whom they surround themselves. The relationship you have with your friends will depend on the values, attitudes and behaviours that are important to you.
ew i ev Pr
2.
r o e t s Bo r e p ok u S
Describe your friendship history.
Teac he r
1.
Rank the following to show what is important to you when you choose a friend. Honesty
Patience
Good communication skills
Sporting ability
Loyalty
Leadership
Popularity © R. I . CTrust .Publ i ca t i ons Appearance •f orr evi ew pur posesonl y•
Money
Some people have difficulty making new friends. They may be shy, lack confidence or have moved schools often.
What advice would you give to someone who has a hard time making new friends?
4.
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Describe the best ways for keeping friends and losing them.
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o c . che e r o t r s super
How to keep friends
R.I.C. Publications
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3.
How to lose friends
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Setting Goals Whether your life is full of interesting things and different challenges or you are content with what you do, it is worthwhile to set goals for yourself. Setting goals gives you the opportunity to achieve all sorts of things and create new experiences. The goals that are usually the most successful are those that involve something we have a strength in. For example, if you are musical and you set a goal to learn a new instrument, you should have a higher success rate than someone who lacks musical skill.
ew i ev Pr
2.
r o e t s Bo r e p ok u S
Brainstorm a list of things that you would really like to achieve. It does not matter if they seem out of reach or a bit too fantastic!
Teac he r
1.
Choose one of these goals that you could realistically achieve in the near future. Use the following plan. How will I achieve it?
Goal
Set a date
Date achieved
My goal-setting habits.
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3.
yes sometimes
no
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I often set myself goals to achieve.
m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
o c . che e r o t r s super When I set a goal, I always achieve it. I am in the habit of setting goals.
After I have set a goal, I can quickly lose interest. I only set goals that I know I can achieve. I have never set a goal before and achieved it. I prefer to write my goals down.
I set too many goals and then do not achieve them as well as I would like. Setting and achieving goals makes me feel good about myself. R.I.C. Publications
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Peers Your peers are the people who are in the same age group as you. They may be very close friends, acquaintances, or they may be people you do not even know. Whatever the age group, your peers can have a huge influence over your behaviour, beliefs and lifestyle. Many times, the impact of your peers can be positive. However, these influences can also have negative consequences. So, it is important to understand your own feelings and feel confident about making your own decisions.
1.
r o e t s Bo r e p ok u S
How well do you manage peer pressure? Behaviour
Negative or positive
Things to consider
Teac he r
ew i ev Pr
Your friends convince you to try out for the school band/dance group/special program on offer.
What is your decision?
At a birthday party, some of your friends want to try some alcohol they have found. Some members of the class want everyone to contribute money for a gift to a sick classmate.
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
(a)
Describe an experience when you felt pressured by your peers.
w ww 3.
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2.
(b)
What did you have to consider?
(c)
What was your decision and the consequences?
o c . che e r o t r s super
Discuss how your peer group can have an influence on the following. (a)
Your appearance.
(b)
The music you listen to.
(c)
What you buy with your money.
(d)
Your entertainment and leisure time.
R.I.C. Publications
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Decisions, Decisions Some decisions are never easy to make. As you get older, the decisions you may be faced with can get more and more difficult. When you have a plan of action that you can use regularly, life becomes less complicated.
Make a list of some of the decisions you make on a regular basis that you rarely think twice about.
Teac he r
1.
r o e t s Bo r e p ok u S
• • • • •
2.
Write the problem on a piece of paper. Collect all the relevant information you can. Have a good look at all the choices you have. Think about the consequences of each choice. Make a decision.
ew i ev Pr
Here is a plan that you can use to help make those tough decisions.
Use the plan to help you make an important decision about an issue you may have a problem with.
© R. I . C.Publ i cat i ons Problem •f orr evi ew pur posesonl y•
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m . u
Information
Choices
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Consequences
Decision
3.
o c . che e r o t r s super
These are the major decision makers: in my family. among my friends. at my school. in my leisure activity.
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Health
Cooperation When everyone is able to cooperate with each other, life becomes a lot more stress-free and happier. It is much easier to cooperate with people you care about and know well. What happens, though, when you are forced into situations where you do not get on with someone or do not like what you have to do? That is often when problems can arise and you can experience disagreements. The relationships that you form throughout your life will be based on how well you can share and cooperate. This is true for family members, friends and life partners.
Rank the following from 1 – 8 in order of 3. importance, to show the skills you need to be able to cooperate well with others. patience
honesty
sharing
tolerance
kindness
understanding
Describe the best ways to handle the following situations. (a) The teacher knows you are good at science so he has paired you with someone who is not so good. Your partner is not interested in the activity and just wants to fool around.
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Teac he r
1.
r o e t s Bo r e p ok u S
good speaking © R. I . C. Publ i cat i ons skills •f orr evi ew pur posesonl y• How does a lack of cooperation affect good listening skills
2.
(b)
the following activities? Small-group work in the classroom.
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(a)
o c . che e r o t r s super
Playing a team game.
(c)
(c)
Your best friend is captain of the interschool team you are playing in. She is not doing a very good job and the rest of the team is complaining behind her back.
A group of friends deciding where to go on the weekend.
R.I.C. Publications
• 26 •
Every lunchtime,the same person in your group of friends gets his or her own way when you are all deciding what to do.
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Health
Conflict How well do you cope with arguments and conflict? Can you sort problems out easily, make peace and move on to other things? Everyone has to learn to deal with different types of conflict. There are skills you can learn that will help you. During any conflict situation you can usually resolve problems in one of four ways. • Find someone to help settle the differences between you. • Reach an understanding that allows you to meet halfway. • Work out a solution with the person involved. • Stand up for your ideas and stay in control.
1.
r o e t s Bo r e p ok u S
Read the following situations and explain how you could resolve them.
Conflict
Resolution
How did you feel?
Teac he r
ew i ev Pr
You are working in a group of three on a class project. One of the group members is not working to the same standards as you and the other person. You are worried that your project will not be ready and well presented.
How do they feel?
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2.
(a)
Describe a recent conflict situation you experienced.
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m . u
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
Your family is planning a long weekend holiday. Your mum wants to visit your grandparents who live on a farm, your dad wants to go to a hotel resort, and you and your brother want to go camping.
o c . che e r o t r s super
(b)
How was it resolved?
(c)
Was it handled positively or negatively?
(d)
Explain another way this conflict could have been resolved.
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‘Stressed Out!’ Everyone feels ‘stressed out’ at different times. Sometimes, things can just get too much and we can feel confused, overworked and unhappy. When this happens, there are ways of dealing with the problems and getting yourself back on track.
1.
Make a list of the things that may stress you.
Teac he r
At school
There are always solutions to problems or worries we might have. 2.
With friends
ew i ev Pr
r o e t s Bo r e p ok u S
At home
Describe five methods that work well for you when you are feeling stressed.
(i)
(ii) (iii)
© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•
m . u
(iv)
3.
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(v)
What feelings do you experience when you are feeling stressed about something?
. te
4.
o c . che e r o t r s super
After discussing your comments with others, devise a plan that you could put into action the next time you feel ‘stressed out’.
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Health
Values and Attitudes How we live and manage our life depends a lot on our values and attitudes. If you develop healthy, positive attitudes you have a greater chance of success and rewarding relationships.
1.
Read the following debate topics. Write arguments for and against each issue with supporting evidence, then a conclusion.
r o e t s Bo r e p ok u S
(a) Topic: Girls should not be allowed to play football. Arguments for Supporting evidence
1.
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Teac he r
2. 3.
Arguments against
Supporting evidence
1.
2.
© R. I . C.Publ i cat i ons Conclusion •f orr evi ew pur posesonl y• 3.
Topic: The driving age should be raised to 18.
1. 2.
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Arguments for
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3.
Arguments against 1.
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(b)
Supporting evidence
o c . che e r o t r s super Supporting evidence
2. 3. Conclusion
2.
Compare your answers with others to see how similar or dissimilar your values and attitudes are.
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Health
My Thoughts and Feelings I am a good listener.
y n
2.
I like setting myself goals.
y n
3.
I eat a well-balanced diet.
y n
22. I like to laugh.
y n
4.
I get on well with my classmates.
y n
23. I find it hard to get to sleep.
y n
5.
I always wear a bicycle helmet.
24. I always manage to complete my homework.
y n
6.
I enjoy getting up in the morning.
25. I could improve my posture.
y n
Teac he r
1.
o yt n r e s Bo r e p y n ok u S
I am pleased with my results.
y n
26. I always warm-up before exercise.
y n
8.
I like new challenges.
y n
27. I do not mind being alone sometimes.
y n
9.
I enjoy being physically active.
y n
28. I find it hard to make new friends.
y n
10.
I prefer quieter, less active activities.
y n
29. I like my appearance.
11.
© R. I . C.Pub l i cat i ons 30. I could try harder with y n my schoolwork. • f o r r e v i e w p u r p o s e s o n l y • I get plenty of sleep. 31. I should do more exercise.
y n
I could improve my diet.
I can handle most problems.
y n
32. I worry before I have a test.
y n
I try hard to keep the correct posture.
y n
33. I protect my skin from the sun.
y n
I often feel stressed.
y n
34. I find it hard to make decisions.
y n
13.
15.
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14.
y n
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12.
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7.
o c . che y n e r o t r s s yu np er
y n
y n
16.
I find it easy to make friends.
35. I have lots of interests.
y n
17.
I am confident in speaking my opinions.
36. I am easy to get along with.
y n
18.
I am a good team member.
y n
37. I am sometimes difficult to get along with.
y n
19.
I feel shy in speaking out.
y n
38. I wish I looked different.
y n
20. I do not handle conflict situations well.
y n
39. I like to do things my way.
y n
21.
y n
40. My friends influence what I do.
y n
I often want things my own way.
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Health
Answers Nutrients – page 2
Pimples – page 10
1. Answers may vary. Some possible answers are: Nutrient
Function Maintain healthy bones, teeth, eyes, skin, nerve cells and red blood cells.
Minerals
Help nerve and muscle function, bone, teeth and haemoglobin formation and metabolic processes.
Protein
Fats
Water
true false true
fruit and vegetables
‘Sunsmart’ – page 11
grains, cereals, nuts, meat, fish, poultry bread, cereal, fruit, veges, legumes
4. (a) false (b) (c) false (d) (e) true (f)
true true false
r o e t s Bo r e p ok u S
Slows digestion of food and reduces the amount of cholesterol in the blood.
Needed to make and repair cells, provides energy and makes hormones, enzymes and antibodies. Provide energy, act as carriers for some vitamins and contain an acid needed for healthy skin.
lean meat, eggs, milk
dairy foods, nuts
Alcohol – page 12
3. (a) short; (b) long; (c) long; (d) short; (e) short; (f) short; (g) long; (h) short; (i) long; (j) short/long; (k) short
bread, cereal, pasta, legumes, vegetables
Provide energy and fibre.
Regulates body temperature, acts as a lubricant and aids in excretion of waste.
Inhalants – page 13
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Teac he r
Carbohydrates
(b) (d) (f)
Sources
Vitamins
Dietary Fibre
2. (a) true (c) true (e) true
1. panic, calm, unconscious, fresh, lie, ambulance
Physical Fitness – page 3 1. Answers may vary. Some possible answers are: Cardiovascular Endurance: aerobics, running, basketball, football, swimming, triathlon Muscular Endurance: running, swimming, kayaking, triathlon, rock climbing Muscle Strength: weight training, rugby, tugof-war Flexibility: yoga, stretching, dancing, gymnastics
Cigarettes – page 14 4. (a) true (b) (c) false (d)
true true
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2.
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Puberty – page 8
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true
(a)
Everyone starts puberty at the same age.
(b)
Girls usually mature earlier than boys.
(c)
Puberty is a time of change.
(d)
The end of puberty is 15 years of age.
(e)
Changes in moods take place more often.
(f)
Physical changes are exactly the same for everyone.
Menstruation – page 9
✔ ✔
false
unsure
✔
o c . che e r o t r s super ✔
✔ ✔
1. (a) 1 (b) 3 (c) 5 (d) 2 (e) 6 (f) 4 2.
true (a)
Girls begin their period at the start of puberty.
(b)
A period can last 28 days.
(c)
Girls should not do any exercise when they have their period. Some girls experience moodiness and cramps before their period. Sanitary pads and tampons need to be changed regularly.
(d) (e)
R.I.C. Publications
false
unsure
✔ ✔ ✔ ✔ ✔
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