Total Health: Ages 8-10 by Teacher Superstore

RIC-6455 4.4/773

Total health Ages 8–10

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.

ISBN 978-1-74126-927-7 RIC–6455

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Date of Purchase:

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Titles available in this series: Total health (Ages 5–7) Total health (Ages 8–10) Total health (Ages 11+)

Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

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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.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Total health (Ages 8–10) Foreword Total health (Ages 8–10) is one title in a three-book series designed as a complete health program for primary students. The book is divided into four categories: Human development, Safety, Food and nutrition and Relationships. Titles in the series:

r o e t s Bo r e p ok u S Total health (Ages 5–7)

Total health (Ages 8–10)

Contents

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Total health (Ages 11+)

Teachers notes ............................................................................................................... iv – vi Curriculum links ................................................................................................................... vi Human development ............................... 2–25

Food and nutrition ............................... 48–61

A healthy lifestyle ..................................................... 2–3

The food pyramid ................................................. 48–49

Healthy behaviour .................................................... 4–5

Traffic light food labels.......................................... 50–51

All about me ............................................................ 6–7

Grow, glow and go foods....................................... 52–53

More about me ........................................................ 8–9

My eating habits .................................................. 54–55

Live a healthier life ............................................... 10–11

Lunchtime ........................................................... 56–57

Being physical ..................................................... 12–13

Making food ready to eat ...................................... 58–69

What makes me feel happy? ................................. 14–15

Food labels.......................................................... 60–61

What makes me feel sad?..................................... 16–17

Relationships ....................................... 62–81

My responsibilities ............................................... 18–19

Manners ............................................................. 62–63

Advertisement study ............................................ 20–21

Why have rules? .................................................. 64–65

Healthy reflections ............................................... 22–23

My playground rules ............................................. 66–67

Our five senses.................................................... 24–25

Dos and don’ts .................................................... 68–69

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Safety ................................................ 26–47

Group discussions................................................ 70–71

About smoking..................................................... 26–27

Working in groups................................................ 72–73

Smoking is bad for you ......................................... 28–29

Game rules ......................................................... 74–75

Medicines ........................................................... 30–31

About bullying ...................................................... 76–77

Medicine packaging and labelling ........................... 32–33

Coping with bullying .............................................. 78–79

Be safe at play .................................................... 34–35

Get the message out there! .................................. 80–81

Home rules ......................................................... 36–37 Be safe at home .................................................. 38–39 Be safe at school ................................................. 40–41 Emergency calls................................................... 42–43 Caring for babies ................................................. 44–45 Caring for toddlers ............................................... 46–47

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Teachers notes About the book The book has been organised into four sections, covering the following aspects: • Human development—In this section, the students are questioned about their lifestyle and given an understanding of what constitutes healthy living. The worksheets ask them to record their physical behaviour, nutritional habits and leisure time. They are given the opportunity to make plans to improve their lifestyle. This section of work also covers their personal feelings and responsibilities.

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• Safety—This section focuses on developing an awareness of safe behaviours the students can adopt in regard to smoking and using medicines. The lessons aim to present strategies for preventive actions for students to keep themselves safe at home, school and in the wider community.

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• Food and nutrition—The traffic light label system is introduced and applied to several activities. The students will appraise different types of foods and be provided with knowledge that allows them to select healthier foods to eat. The lessons aim to assist the students to select and eat healthier foods and improve eating habits at home and school. • Relationships—This section involves the students studying manners; rules at home, school and in the wider community; and working in a group. Also included is a brief introduction to issues involving bullying—some strategies are given for preventive actions the students can take when they are being bullied.

About the lessons

The lessons require a minimum of easily-acquired equipment. Teachers notes accompany each student page. The notes include information about resources needed, lesson notes, follow-up ideas, websites (where appropriate) and answers. The practical lessons are clearly set out and easy for teachers and students to follow. The lessons are capable of being divided into two or more separate lessons, if necessary. Many of the worksheets are suitable for enlargement to A3-size for class modelling, prior to student completion. The lesson plans may be extended into other lesson plans and cross-curricular activities.

About the student activities

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• interpreting and explaining situations

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• planning talks and posters

• sentence completion

• planning and researching simple projects using a variety of resources

• compiling lists

• rating ideas and feelings on a scale

• drawing and labelling diagrams

• researching topics and presenting information in a variety of forms

• classifying, using descriptions

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• identifying correct descriptions or illustrations

• collecting, classifying and analysing data collected

• illustrating ideas and labelling

• predicting and estimating outcomes

• developing personal programs

• using a computer for research, collection and presentation of ideas and concepts

• writing and drawing opinions

• cloze activities

• conducting surveys at home and at school

• discussing issues and ideas

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Completing the lesson plans and worksheets will engage the students in the following types of activities.

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• evaluating group and individual activities • discussing, commenting on and brainstorming examples.

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Teachers notes Teachers notes pages All the teachers pages follow a similar format:

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Before the lesson provides information about any preparation which needs to be completed prior to the lesson.

The section and title of each corresponding student page are given.

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Answers are provided for student pages where necessary. Opened-ended activities require the teacher to check the answers as individual answers may vary.

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A list of websites provides suggestions for obtaining resources to help you conduct the lesson.

The lesson provides a suggested plan and information for introducing and presenting the lesson.

After the lesson provides information about extending the lesson into the same, or another, curriculum area.

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All student pages provide an activity relating to one of the five sections of the book. These usually relate to discussion with, and input from, the teacher.

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Student activity pages

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Clear, concise instructions for completing the student activities are supplied.

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The section and title of each student page.

A variety of different activities are used, with relevant artwork where applicable, to reinforce student understanding of the concepts discussed.

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Teachers notes Presenting the worksheets after completion A variety of suggestions for presenting and displaying the worksheets when completed are provided. These extend the lesson and add emphasis to the topic. Here are some suggested display activities. • Collect and display items used for each lesson with the worksheets. The students could create labels to accompany the items. • Create a frieze of drawings, cut-out pictures and worksheets used in a particular lesson. Select different students to create labels to display with them.

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• Take digital photographs of an activity and print them for use with a language activity. Ask the students to create labels for the photographs, which can be collated into a class book for display in the school library.

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• Select students to give oral presentations to other classes, using the worksheets as a guide or aid.

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• Display the posters and projects together.

• Suspend models used to demonstrate aspects of lessons from wire in the classroom and ask students to create labels. • Combine the poster, model and worksheets for a particular lesson as a single display.

• Present the whole activity as a class assembly item, using the posters, graphs and data collected. • Display the posters created by the students around the school, library or local community.

Curriculum links

KU 2, KU 3, SMS 2, SMS 3, IPS 3, IPS 4

2.3, 3.3, 2.4, 3.4 2.5, 3.5, 2.6, 3.6, 2.7, 3.7, 2.8, 3.8

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COS2.1, DMS2.2, INS2.3, GDS2.9, IRS2.11, PHS2.12, SLS2.13, V4

Refer to Victorian Essential Learning Standards Level 3 pages 6–22 and Level 4 pages 13–24.

Refer to Health & Physical Education (HPE) Essential Learnings by the end of Year 5.

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A healthy lifestyle

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: posters showing people doing healthy things, such as exercising, eating healthy food etc.; a variety of magazines with pictures of the same.

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• Make a frieze of the collected pictures and have students create labels to name the healthy activities.

Review relevant websites:

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• <http://www.healthyactive.gov.au/>

The lesson

• The students browse the magazines, collecting pictures of people doing healthy things; after, gather the pictures to make a class collection.

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• <http://www.healthykids.nsw.gov.au/> (lots of information about health)

• Discuss the different ideas presented in the pictures and list on the board the different healthy activities. • The students write answers to Question 1.

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• Using the pictures collected as an aid, the students choose two more activities to complete Question 2.

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A healthy lifestyle It is important to maintain a healthy lifestyle. Having a healthy lifestyle helps us feel good about ourselves.

1. Write sentences explaining how these three factors help people maintain a healthy lifestyle.

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(b) Getting enough sleep and rest.

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(a) Eating and drinking healthily.

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2. Explain and illustrate two more factors that can help people maintain a healthy lifestyle. (a)

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(b)

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Healthy behaviour

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: class set of dictionaries; a collection of pictures of people doing healthy activities.

r o e t s Bo r e p ok u S After the lesson

• Have the students mime the healthy activities they wrote about. The rest of the class has to guess which is being portrayed.

The lesson

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• Select some students to present their answers to the class, then record them on the board or on a computer. • The students form groups to discuss and decide on the healthy activities they will write about in Question 2. Then, independently, they complete Question 2. • The students decide which of their own behaviours are healthy, then draw and label them to complete Question 3.

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• Using the dictionaries (if need be), the students discuss Question 1 and then write their own answers.

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Healthy behaviour 1. Write what you think it means to be healthy.

• •

2. Describe and draw five different healthy behaviours.

(b)

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(a)

(c)

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(d)

(e)

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o c . 3. List and draw four of your most healthy behaviours. ch e r er o t s super (a)

(b)

(c)

(d)

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All about me

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: class set of dictionaries; a collection of pictures of people doing healthy activities; a picture or poster of a food pyramid.

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Review relevant website:

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• Students mime their favourite leisure activities for their group. • Provide the students with a sheet of art paper for an artwork titled ‘All about me’. Ask the students to ‘decorate’ the paper with visual representations, including photos, of the answers to the questionnaire.

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• <http://www.sfsn.ethz.ch/PDF/pyramide/ Pyramid_E_1.2.pdf> (healthy food pyramid)

After the lesson

• Graph some of the results of the questionnaire—nutrition ratings, physical activity ratings, usual methods of getting to school etc.

The lesson

• As a class, discuss the topics (physical activity, nutrition, lifestyle) presented in the questionnaire. Decide on a definition for each and use dictionaries to confirm or reassess the definition.

• Form small student groups to discuss possible answers. When the discussion has been completed, ask the students to answer their questionnaires.

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• Discuss some of the answers to the questions as a class and, if desired, compile a list of favourite class leisure activities.

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All about me Answer the questionnaire about your lifestyle.

1. Physical activities (a) List any organised sports you play, or would like to play, outside of school hours.

r o e t s Bo r e p ok u (c) Rate the S amount of physical activity you do each week. None at all

A little bit

Some

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(b) What is the most energetic activity you do each week?

A fair bit

2. Nutrition

Lots

(a) Rate how much fruit and vegetables you eat daily. None at all

A little bit

Some

A fair bit

Lots

(b) Rate how often you eat takeaway or ‘fast food’.

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Breakfast: Lunch:

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3. Lifestyle

(a) Describe your usual method of getting to school.

(ii) use the computer?

(iii) read?

(ii)

(iii)

(iv)

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More about me

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: large sheet of cardboard; butcher’s paper or chart paper.

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Review relevant website:

The lesson

• Before asking the students to complete the worksheet independently, discuss each of the sections in Question 1. List some ideas on the board, or on cardboard, butcher’s paper or chart paper. Some suggestions may include: (a) reading, making crafts, cooking; (b) playing computer games and sports, making crafts; (c) home chores, school duties, group responsibilities; (d) friends, play, food.

• Ask the students to cut out pictures and collect drawings of the things they wrote about to create a collage about themselves.

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• <http://life.familyeducation.com/self-esteem/ parenting/34401.html> (ideas for building children’s self-esteem)

After the lesson

• Ask the students to complete Question 1 independently.

• Discuss, then ask the students to list and/or draw their answers to complete Question 2.

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• Repeat to compile a class list of the things the students want to do as adults.

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• Ask for volunteers to provide suggestions to compile a class list on cardboard, butcher’s or chart paper of the things the students own.

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More about me 1. Draw and label the following special things about yourself: (b) Things I do well.

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(a) Things I can do on my own.

(d) The best things at school.

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2. List:

(a) four favourite things you own. • • • •

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(b) four things you want to do when you are an adult. • • • • R.I.C. Publications® – www.ricpublications.com.au

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Live a healthier life

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: magazines, posters or pictures of healthy food and children playing outside; if available, students’ lunches.

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Review relevant websites:

• <http://www.kidspot.com.au/School-EatHealthy-snack-ideas+379+35+article.htm> (information about healthy snacks) • <http://www.gameskidsplay.net/> (games for children to play outside)

The lesson

• The students write their lists for Questions 1 and 2 on A4 paper, cut them into strips and glue them onto a class collection of four posters titled: ’Healthy snacks’, ‘Healthy breakfasts’, ‘Healthy lunches’, ‘Relaxation’ and ‘Outside fun’. Magazine cut-outs, computer printouts and drawings can be added.

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• <http://allrecipes.com/HowTo/HealthySnacks-for-Kids/Detail.aspx>

After the lesson

• Students in groups give oral presentations about themselves, using the worksheets as an aid.

• Discuss Question 1 with the class and list some ideas on the board before the students complete the tasks.

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• Before the students complete Question 2, brainstorm to list on the board (as a student reference), a variety of relaxation and outside activities. Ask the students to indicate activities which they may not have tried but may like to attempt in future. Use the magazines and pictures as a prompt for ideas.

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• Review the answers orally once the students have completed Question 2.

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• Ask for student volunteers to show the contents of their lunches. Discuss the contents and decide which things are healthier than others. (Be sensitive to those students who do not wish to show their lunches.)

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Live a healthier life Write some ideas to help you live a healthier life.

1. Nutrition

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(b) Describe and draw a healthy breakfast.

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(a) Describe and draw three healthy snacks.

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2. Lifestyle

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Write and draw about activities you do or would like to do.

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(a) relaxation activities (not watching television or playing on the computer)

(b) fun activities to do outside with friends or on your own

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Being physical

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: fitness ideas including games, activities and programs from books, posters or the internet.

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Review relevant websites:

After the lesson

• Graph the time spent completing different physical activities over a specific period of time.

• <http://www.keepkidshealthy.com/welcome/ treatmentguides/exercise.html> (information about fitness for children)

The lesson

• Brainstorm to make a class list of different physical activities on the board. Students write activities to answer Question 1.

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• <http://www.netfit.co.uk/training/trainingadvice/ childrens-fitness-programs.htm>

• Students use a spare sheet of paper to calculate the approximate amount of time spent doing physical activities over the previous week. They then write the approximate time to complete Question 1.

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• As a class, study some fitness programs such as those found on the internet (see above) or from other sources. Discuss one example in relation to goals, strategies and activities. Discuss and adjust a number of ideas before the students select a suitable personal fitness program to commit to and write in the spaces on the worksheet for Question 3.

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• Students complete the ratings in Question 2 (a) and estimate how the class as a whole rates. Discuss the result.

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• Discuss the students’ goals. Goals will differ from one student to another. Select and list some specific goals on the board. • Students can now list the strategies and physical activities they plan to implement from Question 3.

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Being physical 1. List the four main physical activities you did last week and the time spent on each.

(a)

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(b)

hrs/mins

r o e t hrs/mins s B r e oo p (d) hrs/mins u k S 2. (a) Place a tick on the rating scale to show how much physical activity you do each week.

None at all

A little bit

Some

(b) Explain why you gave yourself this rating.

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(c)

A fair bit

Lots

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(a) What do you want to achieve? (What are your GOALS?)

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(b) How do you plan to achieve your goals and carry out your program? (What STRATEGIES will you use?)

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What makes me feel happy?

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: posters and/or books showing pictures of happy children; stories about happiness such as The happiness garden by Erika Tamar or The big little book of happy sadness by Colin Thompson; glossy magazines; large sheet of art paper.

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• <http://www.growingkids.co.uk/ RaisingHappyKids.html> (suggestions for raising happy children)

• As a class, add ideas to the ‘Happy’ poster as they arise. Students may also like to keep a ‘Happiness diary’ of their own on an A3 sheet of art paper. They draw or write about happy experiences as they occur. • Students find and cut and paste the letters in the word ‘happiness’ from colour magazines. They glue them down the left-hand side of a large sheet of paper to write an acrostic poem or story.

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Review relevant website:

After the lesson

• Plan a comical design for a T-shirt which begins ‘Happiness is …’.

The lesson

• Read the chosen story, or show and discuss pictures of happy children to introduce the topic.

• Discuss the topics on the worksheet before the students write about them. Make a list on the board of students’ happy personal experiences.

• Students complete the worksheet independently.

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• Label a large sheet of art paper, ‘Things which make us happy’. Search through magazines to collect and cut out pictures relating to happiness to glue on the paper. Student drawings, computer printouts, poems or short stories can be included.

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1. (a) Draw and describe something you do on your own that makes you happy.

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(b) Explain why it makes you feel happy.

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What makes me feel happy?

2. (a) Draw and describe something you do with someone else that makes you happy.

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o c . c e her r (b) Explain why it makes you feel happy. o t s super 3. Describe yourself in six words. •

•

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What makes me feel sad?

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

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• Collect the resources: posters and/or books showing pictures of sad children; stories about sadness such as Sad Sam and the magic cookies by Stacy Quest or The boy who didn’t want to be sad by Rob Goldblatt; glossy magazines showing children; a large sheet of card.

r o e t s Bo r e p ok u S After the lesson

• The students add ideas to the ‘Sad’ poster as they arise. • The students use a small mirror to sketch a sad expression on their face.

Review relevant websites:

• <http://www.drspock.com/ article/0,1510,6176,00.html> (hints for helping children cope with sadness)

The lesson

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• <http://www.education.com/reference/ article/Ref_Coping_Sadness/>

• It is important for students to understand that feeling sad is a normal emotion. They also need to be aware of some strategies for coping with sadness.

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• Discuss a definition for ‘sadness’, and ask for volunteers to relate any personal experiences of when they felt sad. (Be sensitive to any students in the class who may be experiencing grief after losing a grandparent or a family breakup etc.) • Label a large sheet of card ‘Things which make us sad’ and list some of the experiences common to many students.

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• Introduce the topic by reading a chosen story or viewing and discussing the pictures of sad children.

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• Search through magazines and cut out appropriate pictures to glue onto the cardboard sheet. Student drawings, computer printouts, poems or short stories can be included, if there is room. • Students complete Question 1 on the worksheet independently. Once they have ranked the ‘sad’ events, discuss the results. Explain how the ranking is different for each person. (Emotions linked to their friends often rank higher on the scale.) • To help students with Question 3, discuss different strategies for coping with sadness. Write some on the board for the students to refer to when necessary.

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What makes me feel sad?

Sadness is a normal human emotion or mood we all experience.

1. Number the events in order from 1 (the saddest) to 5 (the least sad) to show how sad they make you feel. (a) A friend is telling lies about you.....................

r o e t s B r e o (c) Your dog is ill at the vet. .................................o p u k S (d) Mum puts food you dislike in your lunch. ..... (e) Your friends run away from you and hide.....

2. Describe two things that make you feel sad. •

•

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(b) You see that your friend is upset....................

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It is important to have ways to make yourself feel better when you are feeling sad.

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3. Explain how these ideas can make you feel better when you feel sad. (a) Talking to someone:

. t e o (b) Doing things you enjoy doing: c . che e r o t r s super (c) Exercising:

4. Write other ideas you could use to make you feel better.

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My responsibilities

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: posters, magazines and books showing people carrying out responsibilities when at work, at home with the family, and when playing sport.

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Review relevant websites:

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• <http://www.childline.org.za/Buddies/ buddies_rightsandresponsibilities.htm> (a list of children’s rights and responsibilities)

The lesson

• Students select a character in a story they have read and compile a list of responsibilities that character had. They present this list to the class or a small group. If more than one student makes lists for the same character, ensure that they compare and discuss their lists. • Have students take turns reading the UNICEF document on Rights and Responsibilities. The leaflet can be printed and distributed. (Refer to the website address provided.)

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• <http://www.unicef.org/rightsite/ files/rights_leaflet.pdf> (UNICEF rights and responsibilities for children)

After the lesson

• Show and discuss the resources. Make a list on the board of things the students consider to be responsibilities people have. • Students form small groups and discuss their responsibilities or chores at home. The students then complete Question 1.

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• Make a class list of the reasons why responsibilities ‘help’ us. Students can select the ideas they like best.

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• Repeat the process with ‘school’ and ‘other’. (‘Other’ may include sport, a club or a friend.)

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My responsibilities

Being responsible for carrying out tasks teaches cooperation, helpfulness, skills and fairness.

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

2. Describe and draw tasks you have at school.

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1. Describe and draw chores you do at home.

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3. Describe and draw other responsibilities you have.

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Advertisement study

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: a selection of large, colour advertisements from magazines collected by the teacher and students (give the students time to collect these); an A3 copy of the worksheet.

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

Review relevant website:

Teac he r

The lesson

• Using the A3 lesson sheet as a model, select and analyse one advertisement as a class. Encourage the students to contribute as many ideas as possible.

• Display the worksheets next to the colour advertisements on a display wall. • Ask the students to make up fictitious products to construct their own advertisements. Ensure they incorporate all the aspects included on the worksheet: print, colour, language etc.

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• <http://www.pictureaustralia.org/trails/ evs/advertising-australia.html> (a collection of historical advertisements and an explanation of some advertising techniques)

After the lesson

• Discuss the importance of advertising and its influence over consumers. • The students select their own advertisement and complete the worksheet activities.

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• Select students to present their worksheet to the class as a report about their chosen advertisement.

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Advertisement study 1. PRODUCT NAME:

2. PRINT Copy the main advertising slogan, using the same font.

Teac he r

Very dull

Just okay

Quite good

Great

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r o e t s Bo r 3. COLOURS e p ok u (a) List the colours used. S (b) Rate the effectiveness of the colours.

4. LANGUAGE (a) Copy three phrases or expressions used to sell the product.

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Very dull

Just okay

Quite good

5. ILLUSTRATIONS Draw your own bright, colourful illustration for the product.

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(b) Rate the effectiveness of the language. Great

o c . che e r o 6. RATING t r s super (a) Rate the effectiveness of the advertisement. Very dull

Just okay

Quite good

Great

(b) Explain your reasons for giving this rating.

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Healthy reflections

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

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

The lesson

• Ask the students to complete one or two reflections each day as writing activities. • The students write the sentences on a separate sheet of paper, edit and proofread them, then copy the final versions onto the worksheet with an accompanying illustration for each.

After the lesson

• Complete other sentence starters, such as ‘My favourite clothes are ...’, ‘The thing I like most about …’, ‘One situation I want to forget about is …’ etc.

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Teac he r

• This lesson involves the students writing draft versions of the worksheet’s sentence starters on a separate sheet of paper. The draft versions are then to be edited and proofread by the students and transferred to the worksheet. Teachers may wish to write the relevant sentence starters for each day on the board, display them on an overhead projector or enlarge the worksheet for display.

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• Cut out each completed sentence and glue them on a large class collection of sentences, titled ‘Things we like to do’, ‘Things we are good at’, ‘What we do before school’ etc.

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Healthy reflections Use the sentence starters to write and then draw information about yourself.

1. I like to

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

3. Before I go to school, I always

4. Two of my healthy habits are

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2. I am best at

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6. My favourite safe place is

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5. A bad habit I would like to break is

o c . che . e r o t r s super 7. I don’t like going to . 8. My best feature is

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Our five senses

Teacher notes

Answers Before the lesson • Collect the resources: posters and books about the five senses; a piece of fruit for each child.

• <http://www.kidcyber.com.au/ topics/body_senses.htm> (about the five senses)

• <http://faculty.washington.edu/ chudler/chsense.html> (science experiments)

• <http://science.pppst.com/ humanbody/fivesenses.html> (presentation about the five senses)

2. (a) yes (b) no (d) Answers will vary

3. (a) Answers will vary (b) sight, taste (c) hearing: apart from perhaps a crunch, fruit doesn’t make a noise by itself

After the lesson

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(b) see (e) feeling (h) taste

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

Review relevant websites:

The lesson

1. (a) hear (d) hearing (g) feel

• Students choose one sense to complete a research project about. Provide the main headings or a structure for the research. • Repeat Question 3, with the students blindfolded when sensing the fruit so they have to guess what it is.

• On the board, write two headings: ‘Our five senses’ and ‘Our sense organs’. • Have the students suggest answers to complete the two lists. Through a discussion of the answers, distinguish the difference between a sense and a sense organ.

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• The students use their piece of fruit to complete Question 3 and answer the descriptions.

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• The students complete Questions 1 and 2 of the worksheet. Review and discuss the answers.

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Our five senses

1. Write the name of the missing sense to complete each sentence.

it.

(a) We know the radio is on because we can

it.

(b) We know the colour of the sky because we can it.

r o e t s Bo r e p is soft by o it. (e) We know the blanket u k S smoke as well as (f) We can

it.

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(d) We know the telephone is ringing by using our sense of

(g) We know where the door handle is because we can

(h) When I chew an apple, I can

it.

2. Tick yes or no to answer the questions.

it.

(a) Is our sense of taste affected by the flu? .............................. YES

(b) Do our senses help us run fast? ............................................ YES

(e) Do our senses become less effective as we grow older? .... YES

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(a) What does it:

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(i) look like?

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3. Use your senses to describe a piece of fruit.

o c . (iii) feel like? ch e r er o t s super (iv) Draw the fruit and write its name. (ii) smell like?

(b) Which two senses were the most useful for describing the fruit?

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About smoking Teacher notes

Answers Before the lesson • Collect the resources: posters, books and pamphlets about smoking; a large sheet of poster paper or card; a marking pen; internet images of chemicals added to tobacco.

r o e t s Bo r e p ok u S After the lesson

Review relevant websites:

• <http://www.quit.org.au/ article.asp?ContentID=6910> (information about the effects of passive smoking)

The lesson

2.–3. Teacher check. Answers will vary.

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• <http://www.healthliteracy.worlded.org/ docs/tobacco/Unit4/1whats_in.html> (information about tobacco additives)

Teac he r

1. Cigarette smoke contains a drug called nicotine, which is addictive. (It is very difficult to stop using.) Many children who start smoking at a young age continue to smoke as adults. It is not good for you and can cause many illnesses, as well as make you feel unwell. The best thing to do is not to start smoking. If someone offers you a cigarette, say ‘No, thank you’.

• The students can present their ideas about smoking in poster form. • The students research to create a list of the ingredients added to tobacco in cigarettes. They will need to include information about what they are and how dangerous each is. • Students role-play being offered, and refusing, a cigarette, explaining the health reasons for not smoking.

• Write the answers to the cloze on the board and discuss the meaning of ‘nicotine’ and ‘addictive’. • The students complete the cloze by themselves.

• Select one student to read the completed cloze paragraph aloud.

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• The students form groups to discuss the responses to the four smoking facts in Question 2. They could take notes to later use to complete their responses. • Write one or two of the facts on a large sheet of paper.

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• Create a list of responses to each fact as the students volunteer their own to make a class collection.

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• As a class, discuss what a ‘response’ is. Give some examples unrelated to smoking.

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• Discuss what passive smoking is, then ask the students to write their explanations to complete Question 3.

• The responses to Question 3 could also be placed on a large chart.

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About smoking 1. Choose the correct word from the box to fill each space.

children

not

‘No, thank you’

addictive

difficult

best

continue

adults

nicotine

illnesses , which is

Cigarette smoke contains a drug called

to stop using.) r o e t s B r ewho start smoking ato p okage a young u S to smoke as . It is . (It is very

, as well as make

good for you and can cause many

you feel unwell. The

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Many

thing to do is not to start smoking.

If someone offers you a cigarette, say

2. Write a response to each smoking fact.

(a) People who smoke regularly will have their life shortened.

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(b) Inhaling smoke reduces the amount of oxygen in the body.

o c . che e r o t r s supe r (d) People who don’t smoke don’t like to be near people who do.

3. Use the back of the worksheet to: (a) explain what passive smoking is and how to avoid it (b) write what you would tell someone who wanted to start smoking. R.I.C. Publications® – www.ricpublications.com.au

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Smoking is bad for you Teacher notes

Answers Before the lesson • Collect the resources: posters, books and pamphlets about smoking; internet images showing the effects of smoking; separate sheet of paper for draft copies of explanations.

• <http://www.mydr.com.au/addictions/ smoking-what-are-the-effects> (information about the effects of smoking)

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

Review relevant website:

Teac he r

1. Answers will vary. Some effects of smoking include: – Tobacco can raise blood pressure and make one’s heart beat faster. – Smoking gives people bad breath. – Smoking makes it more difficult to run. – Smoking makes it more difficult for blood to move around the body. – Smoking can cause lung cancer or emphysema. – Cigarettes are expensive to buy. – People who smoke often have a smoker’s cough. – Nonsmokers don’t like people who smoke. 2.–3. Teacher check. Answers will vary.

The lesson

After the lesson

• Discuss the ideas presented on websites and in books about the effects of smoking and, if desired, compile a list on the board.

• Find and sing the slogans to well-known advertising tunes. • The students cut out their advertisements and attach them to a large sheet of paper or card for display.

• The students select some of the effects to write their answer to Question 1.

• Explain what an ‘explanation’ is and have some students orally answer Question 2.

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• The students can form groups to discuss what to include in the slogan to use in their anti-smoking advertisement. • The students complete the advertisements independently.

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• The students write their explanations on another sheet of paper, then edit and proofread them before writing the final explanation on the worksheet.

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Smoking is bad for you 1. List some of the harmful effects of tobacco use.

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

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2. Write an explanation to tell why smoking is bad for you.

3. Draw and label an anti-smoking advertisement which sends the message that smoking ‘is not fun’,‘has no delicious taste’ and ‘is not enjoyable’. Include the following:

a large heading • special artwork catchy phrases • a special font a list of some of the effects of smoking drawing/photographs/clipart.

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• • • •

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Medicines Teacher notes

Answers Before the lesson

The lesson

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

2. The following items should be ticked: ointment, capsules, cough syrup and inhaler.

• Select students to take turns to sort the collection of items into two groups: medical and non-medical. If desired, ask the students to work in pairs. • Discuss the results and lead them to the conclusion that some items are medical and the others aren’t. • Work with the students to compile a definition for a medicine, and the difference between a prescribed medicine and an ‘over-the-counter’ medicine. Write their responses on the board, until, finally, a working definition is chosen for everyone to copy onto the sheet to complete Question 1.

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Teac he r

• Collect the resources: a selection of medical items including an inhaler, a tube of ointment, a Band-Aid®, headache tablets; other non-medical items such as a toothbrush, a tennis ball, an apple, a salt shaker, a dog lead, a block of chocolate etc.

1. Teacher check. Answers may vary, but could be something like: (a) A medicine is something you swallow, inhale or inject to make you feel better. (b) A prescribed medicine is a medical item ordered for use by a health professional such as a doctor. (c) An over-the-counter medicine is a medicine that can be bought in a shop without a doctor’s permission.

3. Teacher check. Answers will vary.

After the lesson

• The students complete a large collage of images of medicines cut from magazines. • If suitable, students give oral presentations about medicines they use regularly and how they are scheduled.

• Compile a list of the medicines students have used to emphasise the fact that even though medicines are used for a reason, they must be still be used with care.

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• The students should be able to orally justify the items they have ticked in Question 2 to explain why they show medicines.

• Make a collection of empty medicine bottles to use for a safety lesson. The students complete a still-life painting or drawing of a medicine container, including copying the warning on the label.

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Medicines 1. Complete the sentences. (a) A medicine is .

(b) A prescribed medicine is

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r o e t s Bo r (c) An over-the-counter medicine is e p ok u S

2. Tick the box next to the pictures which show medicines.

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o c . 3. (a) Draw a medicine you (b) Describe the medicine, telling c e h r have been given e to use. what it was used for and how o t r s super useful it was.

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Medicine packaging and labelling Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: an A3-size copy of the lesson worksheet; a collection of medicine bottles and packages, enough for one for each child or small group.

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

Review relevant website:

Teac he r

The lesson

• Model the worksheet for students, using the A3 copy— select one medicine bottle or package from the collection to complete information about the label with the class. Select different students to suggest possible answers.

• Compile a list of answers to Question 8 for later discussion. • The students use a net of a cube to make a box and decorate it as a fictitious medicine. They should use the information from the worksheet to complete the items which are required on the label.

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• <http://www.tga.gov.au/pmeds/ pmbestpractice.htm> (information about prescription medicine labelling)

After the lesson

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• Students can select their own product and use the labels to complete the worksheet.

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Medicine packaging and labelling Use your medicine bottle or package to complete the following.

1. Name of product: 2. Product type (tablet, ointment etc.): 3. What does the product claim to do?

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r o e t s B r e oo 4. In your own words, describe how to use the medicine. p u k S

5. Use the checklist to tick the items included on your label. (a) amount in the container ...

ol m a © R. I . C.Publ i cat i on s t e c Para • orr e.................... vi ew pur posesonl y• (c) list off contents (b) expiry date ..........................

E x p ir e s:

10/2010

ches. tootha adult. es and ay per l. adachpsule per d aracetemont. e h r: gna 1 ca mg p ine fo medic medicine: ntains 500 you are pre is th Use use this psule co dicine if How tonts: Each cause this me Conte g: Do not Warnin

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(e) first aid instructions............. 6. Is the medicine in a childproof container?

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(d) address of maker ...............

YES NO

Explain.

o c . che e r o t r s super 7. Tick along the line to rate the medicine label. Bad

Not very good

Just okay

Pretty good

Very good

8. Did anything about the label surprise you? If so, state what it was.

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Be safe at play Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: posters, pictures or photos showing children playing.

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

Review relevant websites:

• <http://www.kidsafewa.com.au/safeplay.html>

Teac he r

The lesson

• View the website <http://www.kidsafewa.com.au/safeplay. html> and discuss the ‘safe play’ rules and ‘safety tips’. Explain that places where students play may not have written safety or health rules displayed, but students should still be careful about how they play there.

• The students plan and write narratives involving their special play area. • Using mixed media, the students plan and complete illustrations for their narratives.

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• <http://kidsafensw.org/docs/factsheets/ PAU/Safe%20Play%20for%20Backyards %20KL%202009.pdf> (guidelines for a safe backyard)

After the lesson

• The students can share some experiences of play outside of school. • Explain the type of aspects they will be reporting about in their descriptions for Question 1.

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• Have the students form groups to discuss the safe rules and healthy rules for the particular area they have mentioned. • The students complete Questions 2 and 3.

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• The students complete Question 1 independently.

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Be safe at play

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

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1. Describe and draw a place where you have played when you are not at school. Tell what the place is like and the sorts of things you do there.

2. Describe and draw two rules that help make this special place safe.

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(b)

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(a)

. t e o 3. Describe and draw two rules that help make this special place healthy. c . che e r o r st super (a) (b)

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Home rules Teacher notes

Answers Before the lesson

Teac he r

• <http://www.nt.gov.au/ health/facs/sevensteps.shtml> (tips about making one’s home safe)

• Discuss the opening sentence of the worksheet, then list some reasons why many accidents might happen at home. • The students select reasons they agree with and write them down. • Students relate stories about accidents which have happened at home—whether trivial or very serious. They can choose to write about one they remember well to complete Question 2.

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Review relevant website:

The lesson

1. Teacher check. Answers will vary. Some suggestions include: – human error—People can be careless. There are hazards in different areas of the home. These may include dangerous equipment or machinery, dangerous substances, natural hazards such as trees, rain (creating wet, slippery surfaces), and physical hazards such as sitting, standing, reaching, lifting improperly. – lack of awareness or knowledge—People are not always aware that a certain situation, place or thing may potentially be dangerous. – cost—It costs money to make and keep areas of the home safe, and sometimes this money is not spent. – lack of skill—People may not have the previous experience of doing something (it may be something new) and this may cause an accident. – physical limitations—People may not be physically strong enough to do what they attempt and this causes an accident. – There are no rules or set pattern to follow to complete a task. – A person may not want to do something anyone else’s (the safe) way. – Impatience to complete something may result in an accident. – Strong emotions such as anger may prevent people from concentrating on a task and an accident occurs.

• For Question 3, students identify and write the dangers first, then the rules. (Note: The rules may not be written but are nonetheless very important.)

• Instead of drawing the chosen danger at home, the students may decide to take digital photos to print and attach to their worksheet.

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After the lesson

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2.–3. Teacher check. Answers will vary.

• Cut out and read accident reports from newspapers and magazines.

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• Make a class list of ‘Actual home accidents’.

• On another sheet, the students copy the rules to make a list of ‘Rules from our home’.

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Home rules Many accidents and injuries occur in the home. 1. Write two reasons why accidents and injuries might occur in the home.

(a) (b)

r o e t s Bo r e p ok u S 3. List two dangers and two safety rules for each area. DANGERS:

RULES:

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Kitchen

DANGERS:

RULES:

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Living room

DANGERS:

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Shed or garage

Draw one danger.

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2. Write about an accident which has happened at your home.

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RULES:

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Be safe at home Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: a selection of home safety devices such as childproof power point covers, smoke alarm, fire extinguisher, electric fan cover and non-slip bath mat.

r o e t s Bo r e p ok u S After the lesson

• The students draw a house plan, indicating the location of the safety devices by using a code and legend.

Review relevant websites:

Teac he r

• <http://www.chw.edu.au/parents/ factsheets/safhomej.htm> (home safety checklist)

• <http://www.rch.org.au/safetycentre/ checklist/index.cfm?doc_id=1734> (home safety checklist)

• The day before the lesson, the students need to compile a list of safety devices found around their home. If desired, they can take digital photographs of them to use to complete the worksheet.

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• <http://www.yourhome.gov.au/technical/fs34.html> (list of home safety devices and features)

• Students will need to use their previously prepared list of safety devices found at home for Question 1.

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• Display and discuss the safety devices, then compile a composite list as a whole class on the board. The students can choose what they believe to be the most important to write and draw about to complete Question 1. Alternatively, the students could take digital photographs of the devices and print them, instead of drawing.

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The lesson

o c . che e r o t r s super

• Discuss home safety rules. Ensure the students understand that the rules may not be written but many are ‘understood’; for example, ‘Turn off the switch before you unplug an electrical device’. • The students complete Question 2.

• Relate rules necessary for safe play at school. Include both school rules and unwritten school rules; for example, ‘Line up to use the most popular form of fixed equipment’. • Brainstorm to list or discuss the rules for safe play the students have at home. Include all types of play—outside or inside play (computer games, television viewing etc.). • The students complete Question 3. • Students may choose a device from those presented which they don’t have at home to include when they complete Question 4. 38

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Be safe at home 1. Explain and draw three safety devices found at home.

(a)

(b)

r o e t s Bo r e p ok u Ssafety rules for the storage and use of medicines. 2. List three home

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(c)

Draw which you think is most important.

(a)

(b)

(c)

3. List three home safety rules for playing games.

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(b)

(c)

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Draw which you think is most important.

(a)

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4. How safe is your home? Write two things which could be made safer and how this could be done. •

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Be safe at school Teacher notes

Answers Before the lesson • Collect the resources: playground safety checklist (see website list).

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

Review relevant website:

• <http://education.qld.gov.au/health/pdfs/ healthsafety/play-maintenance-checklist.pdf> (playground safety checklist)

2. Teacher check. Answers may vary. 3. (a) (b) (c) (d)

wash bags walk run

4. Teacher check. Answers will vary.

After the lesson

The lesson

• Walk around the playground with the students to identify its safety features. • Students refer to and use a playground safety checklist to rate their own playground. • On the worksheet, read the list of possible accidents in Question 1. The students circle those related to school. Some (such as falling into a pool or being bitten by a dog) may need to be discussed because they may apply to other places as well as school; however, it’s important for students to realise many accidents can happen at school!

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1. Answers may vary: hit by bus, bitten by spider, sports injury, hitting head, tripping over, tooth knocked out.

• The students write scenarios of accidents which have occurred or could occur. They may also provide ways to prevent them from happening. They can then make a school rule for the situation. • Display the school map made using the students’ drawings in prominent areas around the school to show where the play areas are located.

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• Correct the cloze and ask the students to draw their school playground. They may need to go into the playground before completing an accurate sketch of the area (with labels). The class could also be divided into smaller groups to sketch specific areas to cover all the play areas. These could then be compiled to make a school ‘play map’.

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• Select some students to orally complete the sentences for Question 2 before the students write their own endings and complete the cloze in Question 3.

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Saf ety

Be safe at school 1. Circle the accidents that could happen at school. being burnt by an iron

being bitten by a spider

receiving a sports injury

being hit by a bus

being burnt by a fire

hitting your head

tripping over r o e t s rby a dog Bo e being bitten falling out of a tree house p o u k having a tooth knocked out S

2. Complete the sentences. (a) A school should be a safe place because

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falling into a swimming pool

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(d) If a friend has hurt him/herself, I

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. te o c (a) To prevent germs from entering our body, we should . che e r o our hands. always t r s super

3. Write the correct word to complete each sentence.

(b) Never leave (c) Always (d) Don’t

lying around on the floor.

inside and on the verandah.

walk wash bags run

in front of a parked bus.

4. On the back of this sheet, draw and label a place in the school where extra care must be taken so that accidents do not occur. R.I.C. Publications® – www.ricpublications.com.au

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Emergency calls Teacher notes

Answers Before the lesson • Collect the resources: mobile phone, landline phone.

Teac he r

• <http://acma.gov.au/WEB/STANDARD/pc=PC_1695> (emergency call information)

• Show and discuss the types of phones and their various uses (talking to friends and family members, contacting emergency services etc.) Ask the students to relate the emergency number (zero, zero, zero) 000. • Emphasise the difference between a landline phone and a mobile phone when making an emergency call. Explain that the location of your landline call can automatically appear on the emergency service’s computer but a call from a mobile phone does not. People calling from a mobile phone will need to know where they are and the nearest cross street or landmark. They should stay on the line until the operator has all the information needed.

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Review relevant website:

The lesson

1. Teacher check. Answers will vary: (a) life or property is threatened and help is needed quickly (b) 000 (c) police (d) fire brigade (e) ambulance [NOTE: (c), (d) and (e) are interchangeable.] (f) clearly (g) explain (h) home or landline (i) mobile (j) address (k) nearest (l) information 2. The ‘000’ situations are: (a), (d), (e), (g) and (j).

After the lesson

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• The students should form groups to discuss which of the situations warrant an emergency call, then complete their answers on the worksheets.

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• The students use some of the ideas on websites such as <http://acma.gov.au/WEB/STANDARD/pc=PC_1695> to discuss other issues such as ‘What can people do if they have a speech or hearing impediment‘ or ‘Can I send a text message to let emergency services know that I need help?’

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• Read through the cloze passage together and have the students select possible answers. Assist where necessary, then allow the students to complete their answers on the worksheet.

• The students write narratives involving phoning of ‘zero, zero, zero’.

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Emergency calls Emergency calls are for life-threatening events.

1. Complete the cloze to give information about making emergency calls. You may need to phone the emergency number if (a) . The operator will ask if r o e t s , Bo r e or you need the p o u k you then will be S . You say which you require and

The emergency number is (b) (c)

(d)

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(e)

connected. The operator will take details. You need to speak (f)

and (g)

from a (h)

the situation. If you call phone, your location details will

automatically appear on the operator’s screen. If you call from a

phone, your location ist not available. © R. I . C.P ub l i ca i on s and the name of You will need to give your name, •f orr evi ew pur posesonl y• (i)

(j)

the (k)

street corner or landmark

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operator has all the (l) 2. Tick the ‘000’ emergency situations.

needed.

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to your current location. Do not hang up until the

. te o (b) You have a flat tyre on your bike and can’t ride. to school............... c ch e................................. r (c) A cat is stuck in ae tree and won’t come down. o r st sup er (d) A car accident occurs near your home and people are injured....

(a) There is a large explosion next door with a lot of smoke. .................

(e) You are alone and someone is breaking into the house. ................ (f) You see a large column of smoke in the distant bush...................... (g) Your house is on fire............................................................................. (h) You have a power blackout at home. ............................................... (i) Your neighbour is playing his music too loudly. ................................ (j) Your grandfather has collapsed and is not moving. ........................ R.I.C. Publications® – www.ricpublications.com.au

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Caring for babies Teacher notes

Answers Before the lesson • Collect the resources: a selection of baby equipment needed to help with a baby’s basic needs (see worksheet); access to computers.

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

Review relevant websites:

• <http://www.fisher-price.com/ fp.aspx?st=10&e=prepare> (information about caring for a baby)

The lesson

SPECIAL NEEDS

CARE REQUIRED

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• <http://www.wyethnutrition.com.au/na_dynamic_ page.asp?menu_id=25&menu_item_id=17> (information about a baby’s needs)

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1. Of all the animal babies born, the human baby is one of the most helpless. It needs very special care. When first born, a baby needs five or six sleeps every day. It can only drink liquid food, which it gets from its mother or a bottle. A newborn baby has very weak muscles and bones and must be handled very carefully. 2. Teacher check. Answers will vary. Some possible answers are provided below.

(a) warmth

wrap in blankets, keep room at a nice temperature (not too hot or cold), dress in booties and bonnet/ hat

(b) food

feed soft liquid foods such as breast milk or formula from a bottle, feed often

rock; cuddle; burp to bring up wind after feeding, change wet and dirty nappies often; dress appropriately for the weather; provide a safe and comfortable place to sleep; ensure baby gets sufficient and regular sleep

(d) cleanliness

bathe daily, wipe and clean bottom when changing nappy, wash hands and face after feeding, change clothes daily

(e) stimulation, attention

talk to; provide noisy, colourful toys; later when able provide ‘tactile’ toys for feeling

• View the website and discuss what a baby needs (feeding, clothing, sleep, nappies changed, activities for stimulation, bathing, rocking and holding etc.).

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• Show and discuss the baby equipment brought in, then form the students into four groups to discuss the four basic needs shown on the worksheet.

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• Students complete Question 2. Students who have babies at home can provide more detailed information for the class. For (e), students choose one other special need a baby may have. Examples may include play, stimulus, security etc.

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NOTE: Students may need to refer to their completed copy of page 45 to assist them when completing Question 3 on page 47 (comparing toddlers and babies).

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• Students can complete the cloze activity and discuss the ideas presented, especially the concept that, in many ways, a baby human is one of the most vulnerable of all baby mammals. Discuss why this may be, and how other mammal babies become self-sufficient very early in life (see <http://www.neatorama.com/2009/09/01/why-canthuman-babies-walk/>).

After the lesson

• The students complete a research project about caring for a baby. • Ask a parent with a baby to visit the classroom to demonstrate how to bathe it correctly, then ask the students to write a report.

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Caring for babies 1. Choose the correct word from the list to complete the paragraph.

special food

Of all the animal babies born, the (a)

bones

baby is one of the most helpless. It needs very

human

r o e t every It can s Bday. r e o p okfrom , which it gets only drink liquidu S . A newborn baby its mother or a (b)

care. When first born, a baby

needs five or six (c)

(e)

has very (f) (g)

muscles and and must be

handled very (h)

2. Write or draw to explain why babies need care. Add another special baby need of your own.

carefully sleeps weak

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(d)

bottle

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(b) food

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(a) warmth

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(d) cleanliness

(e)

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Caring for toddlers Teacher notes

Answers Before the lesson

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

Review relevant websites:

• <http://www.community.nsw.gov.au/parents_carers_ and_families/parenting/living_with_toddlers.html> (ideas about caring for toddlers) • <http://www.traveltoddler.com.au/2010/ 06/why-use-a-walking-harness/> • <http://www.babycentre.co.uk/ baby/safety/buyingequipment/> (checklist and brief descriptions of toddler safety equipment)

NEEDS

MY PLAN

(a) entertainment

collect large, colourful picture books; ensure favourite toys are brought

(b) food

ask parent to bring suitable food in containers, bibs, eating utensils, high chair

ensure spare nappies or training pants are provided, spare clothes

(d) nap

ensure favourite ‘comfort’ toy is brought and suitable sleeping place available

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Teac he r

• Collect the resources: a variety of items required for looking after toddlers (toys, cleaning products, nappies, DVD of favourite cartoon, fruit etc.); if possible, have a toddler in the classroom with the parent, demonstrating some items that are used regularly to care for the toddler; students with toddlers at home could bring some items to show the class.

1. Teacher check. Answers will vary. Some suggestions are provided.

2. Teacher check. Answers will vary. Some suggested safety items include: a safety gate, power point covers, baby monitor, baby car seat, door safety latch, childproof door catches.

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• After viewing and having a discussion about information from the website <http://www.community.nsw.gov.au/parents_ carers_and_families/parenting/living_with_toddlers.html>, students form groups to discuss and make notes about caring for toddlers. They should take notes on what are a toddler’s needs and the equipment which may be required. Students then complete Question 1.

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• The students use pictures cut from magazines or copyrightfree images printed from the internet to complete a collage titled ‘A toddler’s world’.

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The lesson

3. Teacher check. Answers will vary.

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• View one or more websites about safety products suitable for toddlers. Discuss the safety products and emphasise the fact that toddlers are not aware of dangers. The carer must take responsibility for the toddler’s safety. For Question 2, students can choose four safety items to write about. • Brainstorm to write a list of differences between babies and toddlers. Students may need to refer to their completed worksheet on page 45. Students write their own sentences to complete Question 3. • Students may use a graphic organiser such as a compareand-contrast chart to complete Question 3 on the back of the worksheet. They may also use bullet points.

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Caring for toddlers 1. You have been asked to look after a threeyear-old child for an afternoon. Write a list of things you will need to do to cope with its needs. MY PLAN

NEEDS

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

(b) food

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(a) entertainment

(d)

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(a)

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2. Draw and label four safety items needed to look after a toddler.

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(c)

(d)

3. On the back of this worksheet, explain the main differences between looking after a toddler and looking after a baby. R.I.C. Publications® – www.ricpublications.com.au

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The food pyramid Teacher notes

Answers Before the lesson • Collect the resources: a selection of foodstuffs representing the different food groups; a drawing of an empty food pyramid (on the board by using an overhead projector); a large poster or internet display of a food pyramid.

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

Review relevant website:

• <http://www.recipes4us.co.uk/FoodPyramid.htm> (information about the food guide pyramid) NOTE: In this example, fruit and vegetables are represented as two separate groups.

The lesson

• Discuss the concept of a food pyramid. Describe what the pyramid displays and what each food group is. Students write their own descriptions to complete Question 1.

2. [NOTE: Answers for (b) and (c) are interchangeable.] (a) Eat these foods rarely. (b) Only eat these foods twice each day. (c) Only eat these foods sometimes. (d) Eat some of these foods daily. (e) Eat lots of these foods often.

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1. Teacher check. Answers will vary, but may include: The food pyramid tells people the suggested amount of different types of food to eat. The bigger the area for each category, the more of it you should eat.

3. [NOTE: Answers for (b) and (c) are interchangeable.] Group (a) – cakes/sweets, hot chips, chocolate/lollies, icecream/desserts; Group (b) – butter/margarine, cheese, yoghurt (milk/dairy); Group (c) – chicken, fish, red meat, nuts, eggs Group (d) – celery/broccoli (vegetables), apple (fruit), mushrooms, corn Group (e) – bread, cereals, oats, pasta

• Show an image of a food pyramid and indicate the types of food found in each group.

HOT HOT

• Display an empty food pyramid on the board and provide a selection of foods for the students to place into the correct groups. Select students to write each food’s name in the correct position on the pyramid and to justify their choice.

(b)

• For Question 3, students complete the pyramid by cutting and pasting the pictures of foods in the correct places on the pyramid.

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• The students complete Question 2. After, discuss as a class students’ choices as to placement of labels. Ensure the students have completed the section correctly.

(c)

(d)

(e)

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• The students paint or draw a food pyramid poster with simple descriptions and illustrations for a younger class to use. This could be completed as a class activity with students drawing the foods, writing headings or labelling different components of the poster. • Using a triangular pyramid net, students can make a 3-D food pyramid by completing the details about the food before cutting out, folding and gluing the pyramid.

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The food pyramid

1. Describe how a food pyramid can help improve our eating habits.

r o e t s Bo r e p ok u S (c)

(b)

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(e)

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2. Write the labels next to the correct group on the food pyramid. Eat lots of these foods often. Only eat these foods sometimes. Eat some of these foods daily. Eat these foods rarely. Only eat these foods about twice each day. (a)

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3. Cut and paste the foods into their correct food groups. HOT HOT

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Traffic light food labels Teacher notes

Answers Before the lesson • Collect the resources: some examples of food labelling on products (including traffic light labelling, if possible); empty food packets with labels brought in by the students from home; colour magazines or food shopping catalogues.

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

• <http://www.furryelephant.com/ player.php?subject=pshe&jumpTo=ne> (interactive traffic light food activity)

• <http://www.eatwell.gov.uk/ foodlabels/trafficlights/> (information about traffic light food labelling) • <http://users.tpg.com.au/pschamb/ smalltrafficlightlabels.html> (food traffic light calculator demonstration)

3. Teacher check. Answers will vary.

After the lesson

• The students make their own labels for a fictitious product using traffic light labelling. • The students create posters promoting the traffic light labelling concept.

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• Divide the students into groups to discuss the cloze (Question 1) before they attempt to complete it independently. Once finished, have students read their answers aloud. • The students complete Question 2 on their own, using the information from the completed cloze to help.

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• Using a website or the empty food packets with labels, students complete Question 3.

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• Each student cuts out Question 3 and glues it to a large sheet of cardboard to create a class collection of popular foods with traffic light food ratings.

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• Display the website <http://www.eatwell.gov.uk/foodlabels/ trafficlights/> to the class and discuss the concept of traffic light food labelling.

2. (a) Red light food has a lot of fat, salt and sugar and should only be eaten in moderation. (b) Amber light food has some fat, salt and sugar and eating too much is not good for you. (c) Green light food has the right amount of fat, salt and sugar and is the best type of food to eat.

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Teac he r

Review relevant websites:

The lesson

1. (a) traffic light (b) fat (c) salt (d) sugar [NOTE: (b), (c) and (d) are interchangeable.] (e) red (f) shouldn’t (g) amber (h) Most (i) green (j) least

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Traffic light food labels

1. Use the words to complete the description of traffic light food labelling.

sugar amber green red traffic light fat Most least shouldn’t salt The (a)

system of food labelling helps people to see

r o e s at food contains. that is given a BFood r e o plight should only be eateno ink moderation. You u S eat much of the food labelled red. Food that is

straight away the levels of (b) and (d)

(f)

given an (g)

light can be eaten, but too much would

not be good for your health. (h)

of the food a person

eats should be from those labelled (i) Green light foods have the (j) amount of sugar, salt and fat.

(a) Red light food

(b) Amber light food

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(e)

,(c)

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o c . che e r o t 3. Use the nutrition information labels from three favourite packaged r s s r u e p foods to complete the traffic light label for each. Attach the label to the bottom of each package. (a)

FAT

(b)

FAT

(c)

FAT

SALT

SUGAR

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Grow, glow and go foods Teacher notes

Answers Before the lesson

1. (a) glow

• Collect the resources: examples of food items from each ‘grow, glow and go’ group; colour magazines or food shopping catalogues.

2. Teacher check. Answers will vary, but may include: Grow foods help you to grow. They include meat, fish, milk, yoghurt, cheese and other dairy products. Glow foods enhance the quality or ‘glow’ of the skin. They include fruits and vegetables. Go foods provide energy, hence the name ‘go’. They include bread, rice, cereals and other grains.

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

Review relevant websites:

• <http://www.cyh.com/HealthTopics/ HealthTopicDetails.aspx?p=243&id=2162&np=292> (some benefits of eating healthy foods)

3. (a) Grow foods contain proteins. (b) Glow foods contain vitamins and minerals. (c) Go foods contain carbohydrates.

After the lesson

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• <http://www.scribd.com/doc/ 16601000/Go-Grow-Glow> (explanation and examples of ‘Grow, glow, go’ foods)

Teac he r

(b) go

• Make three large posters, one for each type of food. Have the students glue their drawings or cut-out magazine pictures of examples of each type and then label them.

The lesson

• Introduce the concept that different foods have different purposes or effects; for example, some provide nutrients and energy, others build healthy muscles and bones. Ask the students to give examples of foods that are good for people to eat; e.g. bread and cereals make you feel full longer and give prolonged energy release; milk and other dairy products are full of calcium and help to build strong teeth and bones.

• The students make individual A4 ‘Grow, glow and go’ laminated posters for their own reference.

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• Ask the students what are the benefits of making healthy food choices. Students form small groups to discuss and make a list of benefits. Ask each group to present its list to the class to compare and find similarities. • View a website about ‘grow, glow, go’ foods and read the description of each food group: ‘grow’ foods aid development (dairy products and meat); ‘glow’ foods promote healthy skin and eyes (fruit and vegetables); ‘go’ foods provide energy (carbohydrates, such as bread).

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• The students complete Question 1 of the worksheet.

• The students draw (or search through magazines to cut out) pictures of foods for each category in Question 2. They then briefly describe the benefits of each group. • Students research the answers for Question 3, then form groups to discuss and compare before completing the worksheet.

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Grow, glow and go foods Certain foods are good for you in difference ways.

1. Write ‘grow’,‘glow’ or ‘go’ to complete each sentence. (a) Foods that provide vitamins and nutrients to make you look and feel well are called

foods.

(b) Foods that give you lots of energy

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are called

foods.

(b) Explain what are the benefits of each type of food.

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Go foods

(a) Draw, or cut and paste, examples of each type of food.

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Glow foods

Grow foods

foods.

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muscles get bigger are called

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3. Choose the correct nutrient to tell what each type of food contains. vitamins and minerals

carbohydrates

proteins

(a) Grow foods contain

(b) Glow foods contain

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My eating habits Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

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

Review relevant websites:

• <http://kidspot.com.au/Toddler-Eat-Foodpyramid+1000+3+article.htm> (shows the amount of types of food a child should eat) • <http://www.readyed.com.au/ healthy/the_food_groups.htm> (information about the five food groups)

After the lesson

• Have the students design and make a poster called ‘Snack food rules’. (Internet search: ‘Michael Pollan’s seven rules for eating’) • Graph the five food group ratings from Question 1 for the whole class, as well as the snack food scores in Question 2.

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Teac he r

• Collect the resources: a chart or website depicting the ‘five food groups’; an example of foods from each food group (bread and cereal, rice and pasta; fruit and vegetables; dairy and dairy products; meat, fish, eggs, legumes; fat, oil and sugar); colour magazines and supermarket food catalogues; a collection of snack foods such as a packet of chips, confectionery or a chocolate bar.

• The students write a report about the graphed results.

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The lesson

• Display and discuss the collection of food brought to the class and have the students take turns to categorise foods in the five food groups. Refer to a website or chart of the five food groups to check if the selections are correct.

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NOTE: For the purposes of this lesson, fats, oils and sugar have been included as one of the food groups. Some food pyramids will show the five food groups as: bread, cereal, rice, pasta and noodles; vegetables and legumes; fruit; milk, yoghurt and cheese; lean meat, fish, poultry and nuts.

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• Form groups of students for them to discuss how much food from each group they eat daily.

• Individually, the students draw (or cut and glue from magazines) pictures of food they eat regularly to complete Question 1. They label each on the worksheet and colour a box to show how often they eat food from that group. • Display the snack foods and allow students to discuss how often they may eat them. The students can record this information in Question 2 and work out their ‘snack food score’. • Discuss Question 3 with the students before they write their answers.

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My eating habits

1. (a) Draw, or cut and glue, pictures of the main foods you eat from each food group. Label them. (b) Colour a box to show how often you eat the foods from that group.

. tedrink? ....................... o (a) have soft c . che e r o (b) eat takeaway food?r ................ t s super

every day every day every day

sometimes

every day

hardly ever

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hardly ever

Fats, oils and sugars

sometimes

hardly ever

Dairy products

every day

sometimes sometimes

hardly ever

r o e t s Bo r e p ok Fruitu and vegetables S

hardly ever

Rating

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Food group Bread and cereals

2. Complete the survey about snack food. How often do you ... 1 – hardly ever

2 – sometimes

3 – every day

1 – hardly ever

2 – sometimes

3 – every day

1 – hardly ever

2 – sometimes

3 – every day

1 – hardly ever

2 – sometimes

3 – every day

1 – hardly ever

2 – sometimes

3 – every day

3. On the back of the worksheet, explain which is healthier—a high score or a low score.

My score:

(c) have biscuits and cakes? ....... (d) eat sweets and chocolates? .. (e) have other snack foods (e.g. chips)? .............................

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Lunchtime Teacher notes

Answers Before the lesson • Collect the resources: Students’ lunches; a poster, picture or website showing healthy lunch items.

1. A nutritious lunch gives your body the fuel it needs to get through to the end of the day.

r o e t s After theB lesson r e oo p u k S

2.–3. Teacher check. Answers will vary.

Review relevant websites:

• <http://www.kidspot.com.au/School-Eat-10-toplunchbox-ideas+373+35+article.htm>

Teac he r

The lesson

NOTE: All students will need their own lunch with them to complete this worksheet. If they have ordered canteen food, they will need to complete Question 2 during lunchtime.

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• <http://www.goforyourlife.vic.gov.au/ hav/articles.nsf/pages/Healthy_lunch_ boxes_for_children?OpenDocument>

• Students cut out their responses to Question 3 and compile them to make a ‘Better lunches’ poster to display in the room. It can be used to remind students about healthier foods they could be eating. • Ask each student to bring (or buy) a lunch which is healthier on a specific day. Repeat the activity for the healthier lunch.

• Discuss Question 1 as a class before the students complete the cloze independently. • For Question 2, students draw and label the items in their lunches and give their lunch a rating.

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• Show some healthy lunch items by referring to a pre-packed example or a website or poster. Students then discuss what they will draw and label for Question 3.

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nutrition

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fuel

through

end

nutritious

Lunchtime 1. Write the missing words to complete the sentence.

lunch gives your body the

it needs to get

to the

of the day.

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2. (a) Draw, label and describe the items in your lunch today.

Didn’t like it at all

It was just okay

Quite good

Very enjoyable

Rubbish

Just okay

Quite good

Excellent

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(i) overall enjoyment.

o c . che e r o t r 3. Draw and label some healthy lunch food items. s super

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Making food ready to eat Teacher notes

Answers Before the lesson • Collect the resources: a collection of cooking utensils; examples of preserved food (tinned, frozen, dried, pasteurised etc.); examples of raw food (fruit, vegetables, rice etc.).

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

Review relevant websites:

• <http://www.preservefood.com/>

• <http://www.tiki.oneworld.net/food/ food_processing.html>

The lesson

• Discuss different methods of cooking foods and the utensils used to prepare and handle food. Write them on the board as they are mentioned.

2. Methods used include: roasting, baking, grilling, frying, barbecuing, toasting, boiling, steaming, stewing, braising, simmering. Teacher check explanations and drawings. 3. Methods used include: canning, freezing, pasteurising, drying, preserving with chemicals. Teacher check drawings. 4. Answers may include: Advantages: food lasts longer; the taste of the food may be improved; preserving destroys bacteria; it can make the food look better; nutrients can be added; preserving foods means that you spend less time making it; it may be easier to carry the food. Disadvantages: preserved food may be less healthy; there is too much packaging; the food may not be as tasty; additives used may be unhealthy in large quantities.

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• <http://library.thinkquest.org/ J0113061/preservation.htm>

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1. Teacher check. Answers may vary, but could include: (i) to make it tastier (ii) to preserve it

• The students complete Question 1 by writing two reasons food is cooked. • Students complete Question 2.

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• Discuss how food is preserved and show some examples of each method. • Brainstorm to list the reasons why food is preserved. (Students could view the third website listed if help is needed.)

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• The students search magazines or view websites for pictures of food suitable for preserving, and the equipment used (fridges, microwave ovens, salt etc.). Create a collage from the pictures. • The students research the different preservatives listed on food labels.

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• Students can suggest the names of particular foods which are made by using different cooking methods.

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Making food ready to eat 1. Write two reasons why we cook food.

(i) (ii) 2. Write and explain two ways that food is cooked. Draw two examples of foods cooked using each method.

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(ii)

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(i)

We preserve food to make it last longer; however, the food is usually changed in some way by the method used.

3. List three ways food is preserved. Draw three examples of foods that are preserved by each method.

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(ii)

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(i)

o c . che e r o t r s super 4. (a) Write two advantages of preserving food. (iii)

(i) (ii) (b) Write two disadvantages of preserving food. (i) (ii) R.I.C. Publications® – www.ricpublications.com.au

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nutrition

Food labels Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: a large collection of food labels or food packages such as empty or unopened boxes or tins (students could bring examples from home); an A3 copy of the worksheet.

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

Review relevant website:

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The lesson

• Use the A3 copy of the worksheet to complete a label analysis as a class. Select different students to provide answers to each question. • Students complete their own label analysis, using the worksheet as a guide and recording sheet.

• The students give their product a traffic light food rating. • Make nets of rectangular prisms or cylinders and have the students draw fictitious labels, incorporating all the aspects of proper labels. • Complete an English lesson focusing on the adjectives included in the labels.

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• <http://www.askdrsears.com/html/4/t042300.asp> (food label jargon explained)

After the lesson

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Food labels

1. Complete the details from the label on your food packaging.

(a) Type of product:

(b) Brand name:

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(e) Tick the items listed on your label. manufacturer’s name .....

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r o e t s Bo r e p ok u (d) What doesS the order of the contents tell you?

(f) Copy or glue the main picture used on the label.

storage information .........

weight of produce...........

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nutritional information.....

(g) Write two extra items found on your label but not listed above.

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o c . c e r 2. Tick along the lineh toe rate the label. o t r s super

(h) Copy some adjectives (describing words) used on the label.

(a) attractiveness

(b) easily understood

Didn’t like it

Just okay

Quite good

Very attractive

It was very confusing.

The information wasn’t very clear.

I understood most of it.

It was very informative.

3. Write a suggestion to make the label more effective.

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Manners

Teacher notes

Answers Before the lesson

1. Teacher check. Answers will vary.

• Collect the resources: a copy of the ’Good manners’ chart (see website below); a large sheet of chart paper or card.

(b)

(c)

(d)

r o e t s Bo r e p o u After the lesson k S

Review relevant websites:

• <http://www.cyh.com/HealthTopics/ HealthTopicDetailsKids.aspx?p=335&id= 2526&np=287> (information about good manners)

The lesson

(e) Teacher check explanations. Answers will vary. 3. Teacher check. Answers will vary.

• The students write their own situations for another student to use the emoticons on.

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• <http://education.qld.gov.au/library/ edhistory/topics/manners.html> (download a copy of the ‘Good manners’ chart)

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2. (a)

• Have the students write their answers to Question 3 on a class chart titled ‘Why people should use good manners’. • Divide the students into two groups—‘Using good manners is important’ and ‘Using good manners is old-fashioned and no longer important’. Ask the groups to write bullet points for their point of view and collate them. Then select three speakers for each side to present their views to the class.

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• Give each student a copy of the worksheet and read Question 1 aloud as a class. • Discuss the type of language the students should use in the speech bubbles. Question 1 is then completed.

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• Make a list of the students’ greetings on the board. Later, these could be used to make a chart titled ‘Our class greetings’.

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• Display the ‘Good manners’ chart to use as an introduction to the topic. Explain that the chart was first issued to Queensland (Australia) schools in 1898 and used until the 1960s. Read and discuss some of the details and compare them to how students behave today. Decide as a class which of the items on the chart are still applicable (or perhaps SHOULD be used). Keep to display in the classroom for later student reading.

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• Explain that an ‘emoticon’ is a keyboard character used to indicate emotion and that students should use the happy and sad emoticons to represent good and bad manners in Question 2. Once the students have completed the task, discuss the results. • Students form groups to discuss Question 3 before completing their responses.

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1. It is good manners to greet a friend politely. Complete the speech bubbles to show how these friends should greet each other.

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Manners

2. Draw the correct emoticon for the scenarios to show if each is an or bad manners . Write the reason for example of good manners using each. (a) You pull on the teacher’s dress to get her attention.

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hands full.

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(d) You lose when playing a board game, so you leave and let your friend pack up.

(e) You stand quietly in line while waiting to be served.

3. Explain why using good manners is important when you are with other people.

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Why have rules?

Teacher notes

Answers Before the lesson

• <http://www.econtent.thelearningfederation.edu.au/ ec/viewing/L949/index.html> (interactive scenarios regarding correct ways to behave)

• Have the students read the rules in Question 1 aloud and, as a class, state the place to which each rule is applicable. Discuss any which can be applied to more than one place. The students then join each rule to the place it is used on their worksheets. • On the board, list some of the additional rules added by the students.

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home school/home road school/shops/home school/home/shops shops/road road/school home/shops/school shops home/school. Teacher check extra answers.

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Review relevant website:

The lesson

1. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j)

2. Teacher check. Answers will vary. 3. Teacher check. Answers will vary.

After the lesson

• Have a large sheet of card or chart paper for the students to write down their own list of rules to create a chart titled ‘Our rules’. They could cut out and glue their own illustrations on the chart.

• For Question 2, discuss and make notes on the board. The students can construct their own answers using the notes.

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• The students discuss in groups the rules they want to write to complete Question 3. They then complete the worksheet.

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Why have rules? 1. Match each rule to the place it is used, then write two of your own.

(a) Put dirty dishes in the dishwasher.

•

(b) Don’t run on the verandah.

•

• r o e t s r eating. B e (e) Wash your hands before • o • p o u k (f) Don’t talkS to strangers. • (g) Don’t cross the road in front of a bus. • (h) Wait for your turn to be served.

•

(i) Don’t ride skateboards in the mall.

•

(j) Don’t leave toys all over the floor.

•

(k)

(l)

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(d) Put rubbish in the bin.

•

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2. Explain why it is important to have rules in our daily lives.

3. Write and draw a rule for each place, then explain why it is important.

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

Explanation

Road

School

Shops

Home

Rule

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My playground rules

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: real or fictitious playground scenarios of rule breaking (or following) for reference (either in written or oral form); three large sheets of card; markers for scribing; digital camera.

r o e t s Bo r e p ok u S After the lesson

• Students write their own playground scenarios and their resolutions. These could be accompanied by artwork. • Make a class chart of rules. Use similar ideas to those the students used on their worksheets.

• Discuss the playground scenarios and have the students suggest answers to questions such as ‘Who is at fault?’, ‘What rule was he/she breaking?’ and ‘Why do we have this rule?’ • Select individual students to read each scenario on the worksheet. Discuss the scenarios before the students answer the questions on the worksheet.

• The students take digital photos in the playground of situations where they see others following ‘movement’, ‘communicating’ or ‘safety’ rules. The photos can be resized and printed.

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The lesson

• Write the words ‘Moving’, ‘Communicating’ and ‘Safety’ on three large sheets of card. Divide the students into three groups to move among the sheets of cardboard and scribe playground rules for each category. Offer suggestions, if necessary, to help the students. When completed, display the sheets and discuss. The students could refer to the sheets to complete Question 2.

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• To help students understand the definitions of ‘movement’, ‘communicating’ and ‘safety’ as they relate to playground safety, explain that: – ‘movement’ refers to how appropriate it is for students to run, jump, play certain games etc. in different areas of the school – ‘communication’ refers to how students speak and behave to each other and to teachers, making sure that no-one is rude or hurts others’ feelings – ‘safety’ refers to making sure that how students behave and where they go does not endanger themselves or others.

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My playground rules 1. Read the scenarios and answer the questions about them.

(a)While playing a chasing game, (b)While playing football on the Jason ran along the school oval, the ball was kicked over the verandah. He collided with Cassie, fence. Stevie chased it onto the who was coming out of the toilets. road near the school and came This made Cassie cry, but Jason back safely with the ball. Stevie was not hurt. was told off for what he did.

(ii) What rule is Jason breaking?

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(i)

r o e t s Borule is Stevie breaking? r Who is at fault? e (i) What p ok u S (ii) Why do we have this rule?

(iii) Why do we have this rule?

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(iii) Should Stevie have been told off even though he wasn’t hurt? Explain your answer.

. te o 2. Write an important playground rule for each category. Draw or cut c . chfor e and paste a picture each rule. r e o r st s uper Movement Communicating Safety

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Dos and don’ts

Teacher notes

Answers Before the lesson • Collect the resources: a chart showing the classroom’s rules.

• <http://www.educationworld.com/a_lesson/ lesson/lesson274.shtml>

• <http://www2.scholastic.com/browse/ article.jsp?id=3749728>

• <http://www.kellybear.com/teacherarticles/ teachertip72.html> (Information about setting up classroom rules)

2.–3. Teacher check. Answers will vary.

• The students complete a similar activity about home rules. One student writes some ‘Don’t’ rules from home and another changes them to ‘Do’ rules.

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• <http://www.eduref.org/Virtual/Lessons/ Interdisciplinary/INT0039.html>

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Don’t run in class. Don’t leave a mess in the room. Don’t call out in class. Don’t talk when others are speaking. Don’t rely on borrowing other people’s equipment.

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Review relevant websites:

The lesson

1. (a) (b) (c) (d) (e)

• Revise your classroom’s rules on the chart. Decide which are ‘Do’ statements and which are ‘Don’t’ statements.

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• Brainstorm to discuss scenarios which may refer to each rule in section 2. The students rewrite each rule as a ‘Don’t’ statement then explain why the rule is important. Space is left for students to record a ‘Don’t’ rule to be changed to a ‘Do’ rule.

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• Students read and match the ‘Dos and Don’ts’ statements.

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Dos and don’ts 1. Match the DO statement to the DON’T statement.

(a) Walk to move around • the classroom.

•

Don’t talk when others are speaking.

(b) Clean up any mess you make.

•

• Don’t run in class.

•

• borrowing other people’s equipment.

•

• Don’t call out in class.

r o e t s Bo• Don’t leave a mess in r e • p othekroom. u S Don’t rely on (d) Listen when others are speaking.

(e) Bring your own equipment.

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2. Write one DON’T rule for each DO rule, then explain why we need each rule in class.

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(b) Respect other people and their property.

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3. Write one DO rule of your own, then rewrite it as a DON’T rule and explain why we need it in class.

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Group discussions

Teacher notes

Answers Before the lesson • Collect the resources: photographs or large pictures of children playing or in class having a discussion.

Yes (b) No (c) Yes Yes (e) Yes (f) No Yes (h) No (i) No Yes; Teacher check reasons as answers will vary.

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Review relevant website:

• <http://learningcentre.curtin.edu.au/ skills/group_discussion.cfm> (information about group dynamics)

The lesson

• Show the pictures or search the internet to view images of children playing in groups. Discuss how the groups need to have unwritten rules so they function well. Discuss what some of these rules might be (follow the game’s rules, take turns, do your own part etc.).

2. Teacher check. Answers will vary.

• The students create a large poster to list their eight rules and illustrate them.

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1. (a) (d) (g) (j)

• The students complete Question 1, answering only ‘Yes’ or ‘No’. (Don’t write any explanations yet.) • Correct the answers (which should be self-evident). Have the students suggest explanations for the 10 rules. Some explanations can be written on the board.

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• Relate back to the stimulus pictures and have students suggest which particular rule is being applied in the images (if obvious). • On the worksheet, the students plan and write eight rules groups need to follow to function properly. Relate the rules to playground situations where they also apply.

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• Students complete their explanations for Question 1.

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Group discussions Group discussions need rules to make them work properly.

Monica Danika

1. Write ‘Yes’ if you think the group rule is good and ‘No’ if you think it is not good. Explain the reason for your answer.

r o e t s Bo r e p ok u (b) You should Swatch what is happening in other groups.

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(a) You should take turns to speak.

(d) The group needs to follow the instructions given to it.

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(g) You should join in with the group.

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(f) Don’t join in, just sit and listen.

. te o c (h) When someone is speaking, talk to one another. . che e r o t r s super (i) You should use a quiet voice when speaking.

(j) Always ask questions.

2. On the back of the worksheet, write the rules you have answered ‘Yes’ to. Add two other important group discussion rules of your own. R.I.C. Publications® – www.ricpublications.com.au

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Working in groups

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: group activities involving sharing for the students to follow and then assess.

r o e t s Bo r e p ok u S After the lesson

• After the assessments are completed, give points to the scores in Question 2; for example, ‘always’ – 4 pts, ‘rarely’ – 1 pt. Complete group tallies and graph the results.

The lesson

• Students complete the assessment on their own, excepting Question 4. • As a group, students compare individual assessments to then make suggestions for future group activities. NOTE: This worksheet can be used for normal play situations, too.

• Brainstorm in groups to list the advantages of group work. Compile the responses as a class chart. These could include bullet points such as: – more information and knowledge is gained – alternative solutions can be found – members understand the final decision better – responsibility is shared.

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• Following the group activity, this assessment can be completed.

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Working in groups 1. (a) Group topic or activity:

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(b) Did you listen to others? (c) Did you follow instructions? (d) Did you share materials?

Rarely

Sometimes

Usually

(e) Did you join in with the group? (f)

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r o e t s Bo r e p ok u S (a) Did you take your turn?

2. Tick an item in each column to show how well you worked in your group.

Always

(b) Explain what your group did.

(g) Did you use good manners?

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(h) Did you ask questions? 3. Tick the scale to rate:

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(a) your success in the activity

o c . c e her r (b) the group’s success in the activity. o t s super Not very good

Just okay

Really great

We didn’t achieve anything.

We did OK, but could have done better.

Our group was a huge success.

4. Explain what things your group can do better the next time you work together.

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Game rules

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: images of children playing (from books or from internet sources).

r o e t s Bo r e p ok u S After the lesson

• <http://www.gameskidsplay.net/> (list of rules for various children’s games)

• Create a class chart of games assessed for the children to access whenever they need a new game to play.

• <http://chnm.gmu.edu/cyh/primary-sources/332> (image of Pieter Bruegel’s painting of children playing)

• Students research some unusual or historical games to learn to play.

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• Students give oral presentations about their games. The class may be able to play some.

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Review relevant websites:

• Show Pieter Bruegel’s series of paintings from the 1500s of children playing.

The lesson

• This worksheet is referring to games students play other than organised sport. This includes games they make up themselves at home or at school, physical games, card games or board games.

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• Brainstorm to list some popular games children play. Examples include: hide and seek; Red Rover, cross over; hopscotch; tag; marbles; jacks/knucklebones; skipping games; snakes and ladders; draughts; chess; snap; concentration; duck, duck, goose; four square. Refer to <http://en.wikipedia.org/ wiki/List_of_traditional_children%27s_games> for a longer list of other traditional children’s games. • Students select a game to complete details regarding its rules on the worksheet. They discuss their chosen games in groups.

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• They complete the assessment of the game.

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• Show the images of many children playing together. Discuss the games they are playing and the rules about the games and playing together.

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Game rules Most games played at home or at school have rules.

1. Complete the details about the rules of a chosen game. (a) Name of game:

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(b) Number of players:

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(d) Explain and illustrate the four most important rules of the game. Rule explanation

Illustration

(i)

(ii)

(iv)

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(iii)

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2. Rate how well the game works by ticking along the scale. Hopeless

Not very well

Quite good

Great

A huge success

3. Explain one change that would make the game better.

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About bullying

Teacher notes

Answers Before the lesson

1. (a) physical

• Collect the resources: brochures, posters and kits on bullying; access to appropriate websites.

2. Teacher check. Answers will vary, but may include: people bully as a way of being popular; to make themselves look tough; to get attention; to make other people afraid of them; they may be jealous of the person they are bullying, or they may be being bullied themselves.

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

Review relevant websites:

• <http://www.nobully.org.nz/advicek.htm> (information about bullying)

3. Teacher check. Answers will vary. 4. Teacher check. Answers will vary.

After the lesson

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• <http://www.bullyingawarenessweek.org/pdf/ Bullying.org_Bullying_Myths-Facts.pdf> (brochure of bullying myths and facts)

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(b) verbal

• Write narratives about a bullying situation from the point of view of the bully and the victim.

The lesson

• View the website <http://www.bullyingawarenessweek. org> and study the downloadable brochure (see full URL above). Provide a copy of the brochure to all students in the class. Students read and discuss the information under the heading ‘What is bullying?’, then complete Question 1 of the worksheet. Emphasise the fact that bullying is ‘deliberate and repeated’ behaviour—it is not an isolated event.

• Read about and discuss cyberbullying.

NOTE: Some sources state that there are five types of bullying: physical, verbal, social, psychological and cyberbullying.

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• Have students complete Questions 2 and 3. After, make a list on the board of some of their responses. • Read and discuss the text under the heading ‘Bullying myths and facts’ on the brochure.

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• Students complete Question 4.

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• Discuss possible reasons why some people bully others and how it might make the victim feel.

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• Ask students to state other myths about bullying they may have heard or read.

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About bullying 1. Write the correct type of bullying to complete each sentence. social

physical

verbal bullying.

(a) Hitting, kicking or punching someone is

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bullying.

(b) (c)

(d)

bullying.

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3. Write six words to describe how you would feel if you were bullied.

(b) Rewrite each sentence to say what is true.

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(i) Words don’t hurt!

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4. (a) Write ‘No’ after each myth to show it is not true.

. te for help makes the problem worse! o (ii) Asking c . che e r o t r s s r u e p (iii) Bullying only happens at school! (iv) Only a few people are bullied!

(v) Only boys bully!

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Coping with bullying

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: brochures, posters and kits on bullying; an A3 copy of the worksheet; large sheet of poster paper or card; markers.

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

Review relevant websites:

After the lesson

• Create a class poster called ‘Coping with bullies’ for students to compile their ideas.

• <http://kidshealth.org/teen/school_jobs/ bullying/bullies.html> (ideas for dealing with bullying)

• <http://www.bullyingnoway.com.au/glossary.shtml> (information about ‘I’ statements)

The lesson

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• <http://www.bullyingnoway.com.au> (ideas and information about bullying)

• Using the example worksheet, discuss each idea and have students suggest explanations for how the ideas may help. (Students can record the topic prior to using the worksheet.)

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NOTE: An ‘I’ statement is an assertive statement where the person being bullied tells the bully how they are feeling; e.g. ‘I feel upset when you do that’, ‘I think that is a nasty thing to say’.

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• Students complete their own worksheets to present their own ideas about bullying.

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Coping with bullying There are some strategies children can use to help them avoid being bullied. Everyone has the right to feel safe.

1. Explain how these ideas may help someone who is being bullied. (a) Stay with people you trust as much as you can.

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r o e t s B r e oo (b) Tell someone you trust about what is happening. p u k S

(d) Use an ‘I’ statement to tell the bully you don’t like what he or she is doing.

3. (a) Explain how each idea will NOT STOP bullying.

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(i) Retaliate physically or be abusive.

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2. Write an anti-bullying idea of your own.

o c . che e r (iii) Ignore the bullying. o t r s super (ii) Tell lies to others about the person.

(b) Write two more ideas that will NOT STOP bullying. (i)

(ii)

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Get the message out there!

Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: poster paper; research material for students (books, brochures, kits, website URLs); access to computers.

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

Review relevant websites:

After the lesson

• Hold the two-minute talks during the following week. Some could be presented to other classes. Film and photograph the talks for later review and discussion.

• <http://kidshealth.org/teen/school_jobs/ bullying/bullies.html> (some ideas for coping with bullies)

The lesson

• Allow time for students to review the printed material and websites so they can gather information.

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• <http://www.bullyingnoway.com.au> (ideas and information about bullying)

• The students complete their own research and fill in the planning sheet.

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• The students could use computers to collect pictures and graphics and to create labels and headings. The poster could be 3-D in appearance, using prisms or boxes on which information is written.

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Getting the message out there! 1. Design a poster to accompany a two-minute talk about preventing and coping with bullying.

List the main materials you plan to use and explain their use.

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r o e t s Bo r e p o u k 2. Write planning notes and poster ideas. S (a) Types of bullying: (b) Why do people bully?

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(e) How would you help someone being bullied?

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(d) Myths about bullying:

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3. Choose and write ideas IN ORDER for your two-minute talk.

4. After you have given your talk, rate how successful you think your poster and talk were. Hopeless

Not very good

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Quite good

Great

A huge success

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