Total Health: Ages 11+

RIC-6456 4.4/774

Total health Ages 11+

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.

Published by R.I.C. Publications® 2010 Copyright© Kevin Rigg 2010

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ISBN 978-1-74126-928-4 RIC–6456

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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 11+) Foreword Total health (Ages 11+) is one title in a three-book series designed as a complete health program for primary students. The book is divided into five categories: Human development, Safety, Food and nutrition, Media 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 ............................... 2–15

Food and nutrition ............................... 42–57

About me ................................................................ 2–3

Traffic light food ................................................... 42–43

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Traffic light food: pros and cons ............................. 44–45

Changes to my lifestyle ............................................. 6–7

Food and nutrients ............................................... 46–47

My future ................................................................ 8–9

Cereal contents ................................................... 48–49

Female reproductive organs .................................. 10–11

Today’s lunch ....................................................... 50–51

Male reproductive organs ..................................... 12–13

Fabulous lunches ................................................. 52–53

Puberty research project ...................................... 14–15

Dinnertime .......................................................... 54–55

Safety ................................................ 16–41

Food packages ..................................................... 56–57

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My lifestyle.............................................................. 4–5

About drugs ........................................................ 16–17

Media ................................................. 58–67

Say ‘No’ to drugs ................................................. 18–19

Healthy images .................................................... 58–69

Don’t smoke ........................................................ 20–21

Design an advert.................................................. 60–61

Sunsafe behaviour ................................................ 22–23

Advertisements and models .................................. 62–63

Healthcare labels ................................................. 24–25

About stereotypes ............................................... 64–65

Home safety survey.............................................. 26–27

Stereotypes and you............................................. 66–67

Playground safety ................................................ 28–29

Relationships ....................................... 68–81

A day out ............................................................ 30–31

Choose your friends ............................................. 68–69

Bullying ............................................................... 32–33

Working in a group............................................... 70–71

Coping with bullies ............................................... 34–35

Classroom code of behaviour................................. 72–73

Ears and earphones ............................................. 36–37

Living with a family ............................................... 74–75

About earphones ................................................. 38–39

Game rules ......................................................... 76–77

The bubonic plague .............................................. 40–41

Community recreation .......................................... 78–79

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Community groups ............................................... 80–81

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Teachers notes About the book This book has been organised into five sections covering the following aspects: • Human development – In this section, the students will have the opportunity for an introspective look at their lifestyle and habits. They will be asked to record facets of their lifestyle and are given the opportunity to make plans involving a change to a healthier one. The worksheets on anatomy are linked to issues involving puberty.

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• Safety – This section focuses on developing an awareness of safe behaviours the students can adopt and to present strategies for preventive actions they can use to keep themselves safe. Included are worksheets on drug education, bullying and safety issues at home and school.

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• Food and nutrition – The concept of the traffic light food labelling system is introduced and examined over several pages.

The students will have the opportunity to develop an understanding of the importance nutrition makes to their diets. They will be able to appraise what they eat and understand how to eat in a healthier way. They will be shown how to make healthier food selections and improve eating habits at home and at school.

• Media – This section focuses on the printed media, with an emphasis on advertising. Students are presented with a range of issues they need to be aware of when looking through magazines, such as the use of specific types of models, advertisement design and stereotyping.

• Relationships – The worksheets in this section cover the importance of developing and maintaining friendships. Also included are lessons which look at rules at home, school and while playing. Group dynamics and the importance of living with a family and in a community are also covered.

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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 can be extended into other lesson plans and cross-curricular activities.

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About the student activities

Completing the lesson plans and worksheets will engage the students in the following types of activities: • interpreting and explaining situations

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• planning and researching simple projects using a variety of resources

• sentence completion

• conducting surveys at home and at school

• 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

• identifying correct descriptions or illustrations

• discussing issues and ideas

• collecting, classifying and analysing data collected

• illustrating ideas and labelling

• predicting and estimating outcomes

• developing personal programs

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

• writing and drawing one’s opinions on a topic

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• planning talks and posters

• cloze 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.

• 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 3, KU 4, SMS 3, SMS 4, IPS 3, IPS 4

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C. Publ i cat i ons Qld (2) •f orr evi ew pur posesonl y• 3.3, 4.3, 2.4, 3.4, 4.4, 3.5, 4.5, 2.6, 3.6, 4.6, 3.7, 4.7, 3.8, 4.8

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COS3.1, DMS3.2, INS3.3, GDS3.9, IRS3.11, PHS3.12, SLS3.13, V1, V4

Refer to Victorian Essential Learning Standards Level 4 pages 13–24 and Level 5 pages 6–24.

Refer to Health & Physical Education (HPE) Essential Learnings by the end of Year 7.

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About me

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Teacher notes

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Answers Before the lesson • Collect the resources: food group charts, different sports charts.

The lesson

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• Strenuous activity can include hiking; riding a bike; helping at home such as mowing the lawn, moving furniture; physical sport. Discuss other types of strenuous activity the students do.

• The students complete Question 1 (a)–(c) on the worksheet.

Those students who rate their physical activity low should be encouraged to participate more in activities they are interested in.

2. (a)–(e) Teacher check. Answers will vary. (f) Possible answers may include: Your body needs ‘fuel’ throughout the day to complete the activities it needs to do; Later in the day, and at night-time, the body cannot use excess food while inactive or sleeping and weight may be gained; Your body needs the nutrients provided by healthy food.

After the lesson

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• Brainstorm to list sports played by the students. Tally the results. Students who don’t play organised sport can indicate sports they may be interested in doing.

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1. (a)–(c) Teacher check. Answers will vary. (d) Regular physical activity reduces the risk of health problems later in life; helps to maintain a healthy weight; keeps bones, muscles and joints strong; makes you feel better; gives you energy; makes you feel happy and relaxed; and helps you sleep better.

• Graph the number of sports played by each child and the result of the ratings to obtain an overall class perspective.

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• As a class, discuss Question 1 (d) before the students complete their answers independently.

• Note: Nutrition aspects are covered again in the ‘Food’ section but the students need to be aware of the importance of food in relation to their overall health.

• The students complete a favourite foods or a sports collage.

• The students present talks in groups about the importance of physical activity and nutrition for a healthy lifestyle.

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• Discuss Question 2 (f) before the students write their answers. If desired, compile an answer as a group for the students to copy.

• Retain this worksheet to use in conjunction with pages 7 and 9.

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• The students complete Question 2 (a)–(e).

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About me

Complete the questionnaire.

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1. Your physical activity (a) Organised sport (how much, what sort, successes)

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(b) Other strenuous activity (how much, what sort, reasons)

very inactive

I do some but not a lot.

pretty busy sometimes

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(c) Rate how physical your life is.

quite busy

flat out all the time

(d) Why is it important to do a regular amount of physical activity?

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2. Your nutrition (a) breakfasts (favourites, most common, how much?)

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(c) dinners (favourites, most common)

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(b) lunches (favourites, most common, how much?, who prepares?)

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(d) snacks (favourites, most common, how much?, when?)

(e) Rate how healthy you think your nutrition is. terribly unhealthy

(f)

not very good

mostly good but not always

usually good

very healthy and nutritious

Why is it important to eat a lot of healthy food at the right time of the day?

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My lifestyle

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Teacher notes

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Answers Before the lesson

Teacher check. Answers will vary.

The lesson

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

• The students complete a montage of ideas in both written and artistic form about themselves. These can be in the form of a mobile or a large frieze.

• Create a class display of student photos and some important personal items. (Ensure these are safely and securely looked after while at school.)

• The students form groups to discuss the items they brought and tell why they are important to them.

• On a separate sheet of paper, they write notes for each section before completing Question 1 on the worksheet.

(This activity could be done in groups, with ideas shared.)

• As a whole class, groups present their ideas. Some can be written on the board. Discuss how difficult it can be to change one’s lifestyle as you get older and already have an established routine, or if you have an injury that gives you a severe disability.

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• Collect the resources: popular entertainment and lifestyle magazines; the students bring some items of importance of their own to show, including a collection of personal photos of friends and family members; separate paper to write notes on.

• The students write questions for an interview with an important person close to them. After interviewing and recording answers, the students complete a short biography about the person to give as an oral presentation or visual display.

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• The students complete Question 1.

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• Retain the complete worksheet on page 5 to use later in conjunction with page 9.

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• As a class, discuss how certain celebrities and media influences affect and direct peoples’ lifestyles. Record any common answers, then students complete Questions 2 and 3 on the worksheet.

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My lifestyle

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Different factors influence our lifestyle.

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1. Write four points for each. (a) Why are friends important?

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(b) What interests do you have that are important to you?

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(c) What you are your most important strengths?

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(d) What important responsibilities do you have?

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2. List three important people and explain how they influence your lifestyle.

• • • 3. List four important media influences and explain how they affect your lifestyle.

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Changes to my lifestyle

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Teacher notes

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Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: students will need their completed page 3 worksheets to refer to.

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Review relevant website:

The lesson

• In this lesson, students are asked to commit to making changes to unhealthy aspects of their lifestyles.

• As a class, discuss and list some ideas for positive lifestyle changes. Students may find if helpful to refer to the lists when completing their worksheets.

• Label three separate sheets of cardboard as ‘Add’, ‘Change’ and ‘Maintain’ for the students to record ideas (but not names).

• Ask the students to place their completed worksheets in a safe place to refer to later in the year. They will be able to see if they have made positive lifestyle changes and/or maintained current activities.

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• <http://kidshealth.org/parent/index.jsp?tracking=P_ Home> for information about nutrition, fitness, emotions and behaviour.

After the lesson

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• The students complete their worksheets independently. Be aware that this worksheet discusses habits which may be personal to the students and some may not wish to share what they have written.

• As the students write about the difficulties, they should try to identify solutions to the problems as well.

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• Retain the completed worksheet to use in conjunction with page 9.

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Changes to my lifestyle To make your lifestyle healthier you will need to maintain healthy habits, change unhealthy habits and add new healthy habits.

1. Complete ideas for a plan using the table below. (a) Write three ideas to maintain, change and add for each column. (b) Circle the most important idea in each box.

Physical activity

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Add

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Change

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Lifestyle

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Maintain

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Nutrition

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2. Write when you plan to start.

3. List problems which may make your plan hard to achieve (family, friends, commitments) and suggest some solutions.

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My future

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Teacher notes

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Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: magazines and books to use as a stimulus for discussion. This lesson is a culmination of the previous three lessons. The students may wish to refer to the completed worksheets on pages 3, 5 and 7.

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• <http://www.myfuture.gov.au/>

The lesson

• As a class, discuss possible future technological advances, skills needed in the future and jobs which may be important in the future.

• Before the students complete the worksheet, they form pairs to discuss their ideas.

• The students complete a self-portrait showing themselves in ten years’ time.

• Create posters titled ‘What do you need to achieve your goals?’

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View relevant website:

After the lesson

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• If desired, students can use the internet to research various occupations which interest them. Mention to students how a ‘career’ is a continuous process which can change quite often. Discuss how certain skills may be utilised in a number of different jobs.

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• When all discussion and research is completed, the students complete their worksheet.

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My future

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A goal is something you aim for.

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1. Write: (a) where you think you will be living in 10 years’ time.

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(b) why you think you will be there.

(c) three jobs you would like to have (in order of preference).

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(d) three other things that you think will make you very happy in the future.

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(e) three goals you have for your health.

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2. Write four things you will need to do to achieve your goals.

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3. Write three things you know about yourself which will help you achieve your goals.

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Female reproductive organs

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Teacher notes

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Answers: Before the lesson

1.

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• Collect the resources: large posters showing the female reproductive organs.

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View relevant websites:

• <http://kidshealth.org/kid/grow/index.html>

• <http://kidshealth.org/parent/general/body_basics/ female_reproductive_system.html> (This is an interactive activity.)

The lesson

• Use the diagrams on the posters to show and explain the female reproductive system. The interactive diagram may also be useful.

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• <http://www.besthealth.com/besthealth/bodyguide/ reftext/html/repr_sys_fin.html#female>

2. Answers may vary. (a) The cervix is the lower, narrow part of the uterus, and is located at its opening. The cervix stretches during menstruation to allow its lining to be ejected. During birth, it stretches to allow the baby to pass through more easily. (b) The vagina is the organ leading from the uterus to the outside of the body. The vagina is the channel through which a baby is born. (c) The uterus is the largest area of the female reproductive organs, and is where fertilisation occurs. The uterus expands during pregnancy to hold the growing baby. (d) The ovaries are a pair of female reproductive organs.

They are located in the pelvis, one on each side of the uterus, and produce eggs. (e) The fallopian tubes are the tubes that carry the eggs from the ovaries to the uterus.

NOTE: Be sensitive to any possible discomfort students may feel about this topic.

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• Discuss (and make notes if desired) before the students complete the worksheets.

3. (a) Answers may include: the body becomes curvier and hip bones widen; there is weight gain; muscles become bigger and stronger; breasts start to develop; hair growth increases; skin becomes oily. (b) Menstruation is the elimination of the lining of the uterus via the vagina. It contains blood, cells from the uterine lining and mucus. (c) Teacher check. Answers will vary.

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• Allow the students to form groups to discuss emotional issues relating to puberty. Include issues such as possible embarrassment and the need for privacy.

• Discuss how puberty can be a sign of physical maturity, but not necessary social or emotional maturity.

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Female reproductive organs 1. Label each arrow correctly on the diagram.

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(a) cervix (b) vagina (c) uterus (d) ovaries

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(e) fallopian tubes

(a) cervix

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2. Describe each part and explain its function.

(b) vagina

(c) uterus

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(d) ovaries

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(e) fallopian tubes

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Females begin to menstruate from about 12 years of age. It is a sign of physical maturity and prepares a woman’s body for possible pregnancy. It starts to happen when a female’s ovaries are fully developed. The female body undergoes many changes during this time.

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3. (a) Write four changes that occur to the female body at the time of menstruation.

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(b) Explain what happens when a woman has her menstrual cycle.

(c) On the back of the worksheet, write three discomforts that can occur during menstruation. Make suggestions as to what can be done to limit the discomfort.

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Male reproductive organs

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Teacher notes

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Answers: Before the lesson

1.

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• Collect the resources: large posters showing the male reproductive organs.

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View relevant websites:

• <http://kidshealth.org/kid/grow/index.html>

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• <http://kidshealth.org/parent/general/body_basics/ male_reproductive.html> (This is a digital diagram.)

The lesson

• Use the diagrams on the posters to show and explain the male reproductive system. The digital diagram may also be useful.

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• <http://www.besthealth.com/besthealth/bodyguide/ reftext/html/repr_sys_fin.html#male>

2. Teacher check. Answers may vary. (a) Testicles: The paired oval testicles, also known as the male gonads, hang in the scrotal sac and produce and store the sperm cells. (b) Seminal vesicle: Sac-like structures that secrete a large proportion of the fluid that ultimately becomes semen. Attached to the vas deferens to the side of the bladder. (c) Penis: The external sexual organ for reproduction and urination. (d) Urethra: The tube through which urine passes from the bladder through the penis to be urinated. (e) Vas deferens: a tube which transports sperm.

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NOTE: Be sensitive to any possible discomfort students may feel about this topic.

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3. (a) Voice becomes deeper. (b) Muscles start to grow bigger and stronger. Boys gain weight. (c) Bones grow quickly and shoulders become wider. (d) Penis becomes longer and wider. Testicles (or testes) become larger. (e) Skin gets oilier and body hair grows. (f) Teacher check. Answers will vary.

After the lesson

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• Read and discuss the information on the website and make notes if desired before the students complete the worksheets.

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• Allow the students to form groups to discuss emotional issues relating to puberty. Include issues such as possible embarrassment and the need for privacy.

• Discuss how puberty can be a sign of physical maturity, but not necessary social or emotional maturity.

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Male reproductive organs 1. Label each arrow correctly on the diagram.

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(a) testicles (b) seminal vesicle (c) penis (d) urethra

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(e) vas deferens

2. Describe each part and explain its function.

(b) seminal vesicle

(c) penis

(d) urethra

(e)

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(a) testicles

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3. Write how these parts of the body change. (a) voice:

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(b) muscles:

(c) bones:

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When a boy reaches physical maturity, his body changes physically and emotionally.

These changes occur between the ages of 9 and 16, but vary with each person.

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(d) reproductive organs:

(e) skin/hair:

(f)

On the back of the worksheet, write three discomforts that can occur during puberty. Make suggestions as to what can be done to limit the discomfort.

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Puberty research project

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Teacher notes

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Answer Before the lesson

Teacher check. Answers will vary.

• Collect the resources: books from the library, posters, pamphlets.

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View relevant websites:

After the lesson

• The research projects can be given as oral presentations by the students.

• <http://www.cyh.sa.gov.au/HealthTopics/ HealthTopicDetailsKids.aspx?p=335&np=289&id=1774>

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NOTE: Access to computers to research information is needed to complete this lesson.

The lesson

• The students use the worksheet to record notes and information from research.

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• <http://www.avert.org/puberty-girls.htm> (and boys link)

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• The final project may be presented as the students wish— either on sheets in a folder or on a large sheet of art paper or card.

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dev elopment

Puberty research project

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Use the questions to find information to present as a project.

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1. What is ‘puberty’? Puberty is the time in our development when …

2. When does it take place?

3. How does puberty affect females?

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(a) physical effects

(c) Explain what happens during the menstrual cycle.

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(b) emotional effects

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4. How does puberty affect males? (a) physical changes

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(b) emotional changes

5. How does puberty affect the way people get on together socially?

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6. What do you think is difficult about going through puberty?

7. What do you think is good about reaching physical and emotional adulthood?

8. List some strategies you can use to deal with the changes caused by puberty.

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About drugs Teacher notes

Answers Before the lesson • Collect the resources: a variety of pictures of prescription drugs and some legal drugs (e.g. coffee, painkillers, sleeping pills, tobacco, alcohol).

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

View relevant websites:

• <http://www.druginfo.adf.org.au/druginfo/ fact_sheets> (for drug fact sheets) • <http://www.drugarm.com.au>

2. Teacher check. Answers will vary.

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1. (a) A drug is any substance that alters normal bodily functions when it is absorbed. (b) (i) a drug prescribed by a medical professional (ii) a drug which is against the law to take (iii) a drug you are able to use without breaking the law (c) Teacher check. Answers will vary. (d) Teacher check. Answers will vary.

• Make a class display or large frieze of pictures cute from magazines, drawings or images from the internet about on the three types of drugs.

The lesson

• This lesson is an introduction to the topic of drugs in general, including prescription drugs from a doctor and legal drugs such as coffee and nicotine. Although all drugs are addictive, the main emphasis is on illegal drugs.

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• As a class, show and discuss the collection of pictures of prescription drugs before students complete the worksheet.

The students could suggest other ‘addictive’ items.

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• The students write the definition of a ‘drug’. Their definition may include reference to ‘addiction’ and ‘choice’.

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(b) What is:

1. Complete an answer for each. (a) What is a drug?

About drugs

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(i)

a prescription drug?

(ii)

an illegal drug?

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(iii) a legal drug?

prescription drugs?

(ii)

legal drugs?

(ii)

illegal drugs?

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(d)

(i)

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(c) Why do people use:

2. (a) Write the names of four drugs you know about.

• •

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(b) Write ‘L’ next to those which are legal.

(c) If a drug is legal does this mean it is harmless?

Explain:

Yes

No

(d) If a drug is a prescription drug does this mean it is harmless?

Explain:

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Say ‘No’ to drugs Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: a variety of legal and prescription drugs such as coffee, painkillers, sleeping pills, tobacco, alcohol, or pictures of them; health magazines showing advertisements for drugs; internet images of anti-drug campaigns.

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

• The students construct a group poster of strategies and alternatives to drug use by combining ideas. Have an antidrug slogan competition.

• <http://www.drugalcohol-rehab.com/slogansagainst-drugs.htm>: For ideas and slogans • <http://www.childsafetyaustralia.com.au/ community/drugs/drugs_parents.htm>

The lesson

• The students may already have been offered drugs or pressured to use drugs by older siblings and friends, or by their own peers. This lesson gives students the strategies to say ‘No’ and presents alternatives for them to choose.

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View relevant websites:

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• Not all drugs are bad. Prescription drugs are common and useful but can be misused.

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• Brainstorm to list possible answers for Question 1. The students may select the ones they prefer.

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Say ‘No’ to drugs 1. Write four strategies you can use to say ‘No’ to people who offer you drugs.

• • • •

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2. (a) Write a short account about what might happen if you refused an offer of drugs from a friend.

(b) What is the worst thing that can happen if you say ‘No’?

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3.

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(b) Keeping away from friends who are using drugs.

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(a) Joining a drug-free group.

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(c) Walking away from people discussing drug use.

4. List four healthy lifestyle activities you can do which are drug-free.

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Don’t smoke Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: posters, books and pamphlets about the effects of smoking.

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

View relevant websites:

• The students construct a group poster about strategies and alternatives to smoking.

• <http://www.cyh.com/HealthTopics/ HealthTopicCategories.aspx?&p=163>

• Video the talks or select some students to present them to other classes.

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NOTE: Access to computers will be needed for this activity.

The lesson

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• <http://www.quittingsmokingtips.com/ effects-of-smoking.html> (information about the effects of smoking)

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• As a class, complete an internet search about the effects of smoking. Discuss findings and makes notes on the board.

• Discuss the words ‘physical’, ‘social’ and ‘emotional’. Write their meanings on the board.

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• Read through the ‘self-evaluation’ before the talks so students are aware of what is required.

• The students complete a poster titled ‘Don’t Smoke’, including a slogan to use with the talks.

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• Students plan their talks and gather the information they need from the internet, pamphlets or notes on the board.

They record the information on the worksheet.

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Don’t smoke 1. List six effects (physical, social and emotional) smoking has on the body and other people.

•

•

•

•

•

•

2. Complete a plan for a two-minute talk about one aspect of why people shouldn’t smoke.

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(a) My topic:

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(b) Planning notes (use bullet points): Rank your ideas in order from most important to least important.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Evaluate your talk.

(c) Visual aids needed (if necessary):

3.

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(b) Did you:

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No

Yes

No

Yes

No

Yes

No

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(i)

keep to the time limit? .....................

(ii)

use eye contact with the group? ....

(iii) speak clearly? ..................................

(iv) follow your plan? .............................. (c) (i)

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(a) Comment on the ideas used and how well your plan worked.

Rate your talk by ticking along the line.

Not very good

(ii)

Just OK

Pretty good!

Great!

Explain why you gave it this rating.

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Sunsafe behaviour Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: a variety of sunscreen lotions, sunsafe clothing, sunglasses, hats etc.

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View relevant websites:

After the lesson

• Present the posters to other classes, with groups giving talks about sunsafe behaviour.

• <http://www.sunsafetyforkids.org>: Includes lots of general ideas about safety in the sun

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The lesson

• Show the resources to introduce the topic. Discuss their uses and elicit additional ideas from the students.

• The students use the worksheet to record their planning for the final project which could be presented in book form, on a large sheet of paper or card or on a computer.

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• <http://www.mydr.com.au/skin-hair/sun-safety-tips> (includes more specific information)

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• The students search the internet or books in the library, discuss in a group or search through magazines to gather the information and illustrations needed for their project.

The posters may be completed as a group activity, pooling the information gathered.

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Sunsafe behaviour 1. Use the headings to research and record information for notes to present your project.

(a) hats (most effective, best styles, best material, illustration ideas)

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(b) sunscreen (application methods, where to apply, best type to use, illustration ideas)

(c) clothing (best material for protection, styles for best coverage, illustration ideas)

(d) sunglasses (best sort, best styles, illustration ideas)

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(e) behaviour (ways to avoid the sun, types of shelters, behaviour modification)

2. Use the ideas from your research to produce a poster promoting sunsafe behaviour.

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Healthcare labels Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: a large collection of unopened health products that are not medicinal, such as toothpaste, toothbrushes, talcum powder, handcream, shampoo, lipbalm, soap etc. Students can each bring their own unopened product.

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• <http://www.tga.gov.au/meds/healthcare.htm> (about healthcare product packaging)

The lesson

• View the website above to discuss labelling details, and tamper-proof and childproof packaging.

• After showing the samples and discussing the labels on each product, the students select one product each or one to share among members of a group to complete the information on the worksheet.

• The students create their own packaging for a fictitious product, using a rectangular prism net drawn on a sheet of paper. They should include the features they studied on the worksheet. Nets can be cut out, then the boxes made and hung around the room.

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View relevant website:

After the lesson

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• The students carefully study the packaging and labelling, then complete the worksheet. They should be able to discuss the questions with others or the teacher.

• Students must rate the effectiveness of the packaging in attracting a buyer.

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• A slogan is used by a manufacturer to attract a customer to buy its product. It usually contains a sentence or catchphrase such as ‘triple action’, ‘clinically proven’, ‘body responsive’ or ‘fat free’.

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Healthcare labels

Complete the information about an unopened healthcare product.

1. Copy: (a) the name of the product. (b) the selling slogan written on the package.

2. Tick the items included on your package and complete the details.

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(b) Use by/Best by date ...........

How long does the product last?

Yes

No

What are they?

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(a) Directions for use ................

Are they clear and easy to understand?

(c) Storage instructions. ...........

(d) Manufacturer’s contact details ....................

What is the country of manufacture?

What are they?

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(e) Precautions or warnings.....

Ingredients ..........................

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3. Complete the information

(a) Would it be difficult for a small child to open your package?

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Explain why or why not.

Yes

No

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(b) Why is it necessary for manufacturers to make tamper-proof packaging?

4. (a) Rate the effectiveness of the packaging by ticking along on the scale.

Not very effective

Just okay

Quite good

Very effective

(b) Explain why you gave it this rating. (c) Write two suggestions for improving the packaging.

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Home safety survey Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: a selection of home safety devices to start the discussion; photographs or magazine pictures of different rooms in a house.

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

View relevant websites:

• <http://www.crucial-crew.org/>

• Make a large class poster of the solutions to home safety problems to display in the library.

• The students construct and complete a safety survey about areas of the playground or particular school buildings or areas.

• The students write a recount of an incident that happened at home involving safety.

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• <http://www.mysafehome.net/> (interactive home safety ideas)

After the lesson

• The students research the most common safety problems at home and write a report.

The lesson

• Show the photographs and view internet sites about safety at home.

• Discuss and take notes and ideas from the class about home safety.

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• Have the students relate any home safety issues of their own. The students form small groups to discuss and complete the worksheet, one section at a time.

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Home safety survey 1. Complete the survey about harmful items at home. Write about a potential hazard in each room and the problem it could cause, then suggest a solution to remove the problem.

Problem

Solution

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Your choice

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Shed/Garage

Laundry

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Kitchen

Hazard

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2. (a) Rate how safe your home is by ticking along the scale.

Not very safe

Just safe

Safe enough

Very safe

Extremely safe

(b) Explain why you gave it this rating.

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Playground safety Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: photographs of the school grounds (either printed or on a computer); school camera; spare paper.

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

• The students write a recount of an incident that occurred in the playground involving safety.

• The students research the most common safety problems at school and write a report.

The lesson

• Using the worksheet as a guide, the students complete the survey on other paper before copying the final answers onto the worksheet.

• Students may wish to take a photograph of the equipment in Question 3 to attach to the worksheet.

• The students form groups to construct a poster about safety issues in the playground to display around the school.

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• Discuss the survey before the students commence it.

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Playground safety 1. Write answers for the questions about your school’s play areas. (a) Is there enough room in each area for the number of children who use it? Do the children need to queue?

(b) Do these areas have appropriate play equipment for the age groups that use it?

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(c) Are the play areas neat or untidy? Do they have much litter in them?

(a) How many teachers are on duty each playtime?

Do you think this is enough?

(b) Why do we need teacher supervision during playtime?

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2. Write an explanation about adult supervision for each question.

(c) Recount an incident you know about that involved students and where a duty teacher helped solved the problem. Explain how it was resolved.

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3. Complete the safety check about a piece of outside play equipment.

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(b) Is it appropriate for the age group that Yes uses it? ......................

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(c) Does it have any sharp parts Yes sticking out? .............

(h) Rate how safe you think it is.

No

(d) Does it have any Yes cracks or holes? .......

No

(e) Are there any nails or bolts sticking out?

No

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(g) Describe the surface underneath it.

(a) How old is the equipment?

Yes

Is there any places where fingers may Yes get stuck? .................

Very dangerous

(i)

Just okay

Very safe

Suggest some ways it can be made safer.

No

4. Attach a photograph of the equipment to the worksheet or complete a drawing on the back.

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A day out Teacher notes

Answers Before the lesson • Collect the resources: a copy of the worksheet for each child or group of children.

2. Teacher check. Answers may include: he took some items in a bag including water; he rode in the centre of the road and avoided the loose gravel; he checked the bike to see it was safe; he wore a hat and shoes.

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• Discuss and list on the board any safety issues presented in the story.

After the lesson

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The lesson

• The students complete Questions 2 and 3 on the worksheet.

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• The story can be read to the whole class, or selected students can take turns to read it aloud. As they read, the students can underline any sections relating to safety.

3. (a) Teacher check. Answers may include: he risked being run off the road; he climbed into the creaking ceiling; he jumped down onto the old floor; he went on his own, he didn’t tell anyone where he was going or when he would be home. (b) Teacher check. Answers will vary.

• The students write their own ‘A day out’ narratives and have other students do a ‘safety check’ of the events in the story.

• Read other short stories and have students identify the safety issues as they arise.

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A day out 1. Read the narrative carefully.

As I sat on the front verandah of our farmhouse while swatting flies, I was thinking about the day ahead and what to do. The school holidays were going fast and there were still things I wanted to do on my own without my brother following.

I decided it was time to act, so I stood up and went inside. I grabbed my small canvas bag, opened it and checked its contents: my pocketknife, a pencil, safety pins and a small ball of string. I added an apple and small plastic bottle of water before slipping on my old shoes, grabbing my soft cloth hat and going out the side door to the bike shed.

After checking the bike’s tyres, I swung on board.

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Off down the driveway I rode without a backward glance, hoping I wouldn’t hear my brother calling out. I rode furiously down the driveway, over our bridge and onto the gravel road which ran past our property. The road was badly in need of a grade as it had large mounds of loose gravel on either side and one down the middle. I carefully avoided the loose gravel by staying in the tracks made by other vehicles, hoping a car would not come and force me onto the loose stones. Not a pleasant thought!

Just down the road was an old derelict wooden house, partly collapsed. I pulled in, opened the gate and rode around the back on the dusty track. I parked my bike against a leaning verandah post. The house was quiet and still. I walked in through the creaking back door and started exploring by scrambling up a partly fallen wall into the ceiling. Up here it was not quite as deserted as I first thought—there was a family of swallows nesting and busily flying in and out through a hole in the iron roof. I scrambled up a rafter and looked into the mud nest. I could see four buff, speckled eggs nestled in the feathers at the bottom. The wall groaned as I climbed back down, so I jumped the last metre onto the creaking floorboards.

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I was going to enjoy snooping around the deserted rooms in search of any ‘treasures’ that someone may have left. I knew this was going to be an excellent day of exploration.

2. List three safety precautions the boy took to make his day safer.

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3. (a) List three actions the boy did that were unsafe.

• • •

(b) Explain what precautions the boy could have taken to make these unsafe actions safer.

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Bullying Teacher notes

Answers Before the lesson • Collect the resources: a selection of posters and booklets about bullying from the library or internet sources.

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

View relevant websites:

• <http://www.nobully.org.nz/advicek.htm>

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• <http://www.ncab.org.au/Page.aspx?ID=86> • <http://au.reachout.com/find/articles/ bullying-what-it-is>

• <http://www.notcooltobecruel.com/index.html>

3. (a) Social bullying is the use of peer rejection or exclusion to humiliate or isolate a victim. Examples include spreading rumours and gossip; excluding a person from conversations, jokes, games, peer groups, social activities etc. (b) Physical bullying involves physical injury or the threat of injury to someone. Examples include punching, hitting, kicking, tipping and pushing. (c) Verbal bullying refers to teasing or insulting someone.

Examples include name calling, threats, put-downs, teasing in person or via email, letters or SMS. (d) Cyberbullying is threatening or harmful behaviour sent via the internet or by mobile phone to a victim.

Examples include posting embarrassing photographs, sending threatening text messages, using chat rooms to spread rumours, sending cruel emails etc.

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• As a class, discuss the definition of bullying and decide on a final definition to write on the worksheet.

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NOTE: All the information contained on the worksheets on pages 33 and 35 is kept impersonal (third person).

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4. Answers may include: someone who seems weaker in some way, someone who is different, people who are less assertive than others.

5. Teacher check. Answers will vary.

After the lesson

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32

2. Answers will vary but may include: peer pressure forces people to bully; bullying is seen as a ‘normal’ thing to do; bullies are copying the way adults behave; bullying is seen as fun; people gang up on someone who is seen as weak or different in some way.

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• <http://www.education.vic.gov.au/healthwellbeing/ safety/bullying/what.htm>

The lesson

1. Bullying is prolonged intentional harm to a weaker person or group by a more powerful individual or a group.

• The students create an artwork representing the four types of bullying.

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• The students write a diary entry for a child who is being bullied to show how that person feels.

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Bullying 1. Write a definition of bullying.

2. Write two reasons why people bully others.

•

•

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(a) Social bullying: •

•

(b) Physical bullying: •

•

(c) Verbal bullying:

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P u b l i c at i ons Cyberbullying: orr evi ew pur po esonl y• • •f • s •

(d)

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3. Explain each type of bullying and give two examples for each.

4. List two reasons why some people become targets for bullies.

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5. Explain this statement:

‘Most children who bully say they wouldn’t do it if they realised the effect it had on their victims.’

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Coping with bullies Teacher notes

Answers Before the lesson • Collect the resources: a selection of posters and booklets about bullying from the library or internet sources.

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

View relevant websites:

• <http://www.nobully.org.nz/advicek.htm>

Teac he r

• <http://www.ncab.org.au/Page.aspx?ID=86> • <http://au.reachout.com/find/articles/ bullying-what-it-is>

• <http://www.notcooltobecruel.com/index.html>

After the lesson

• Students present the coping and avoidance ideas on large group posters for display in the library and around the school.

• Students write narratives involving a situation where the bullying stops due to the strategies applied.

• From their research, students form groups to discuss different strategies for coping with bullies. Students may refine their notes.

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• The students use their notes to complete the worksheet.

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• It is recommended that the students research a variety of resources (such as books, pamphlets and websites) for information about coping with bullies. The sites listed above are useful. The students should make brief notes from their research.

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2. Teacher check. Answers will vary.

Suggestions for Question 2 (d): do not fight back (it will make the problem worse); stay in areas where a teacher is close by; do not bring expensive items to school; don’t get upset (bullies like to see a reaction); avoid going to areas frequented by bullies etc.

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• <http://www.education.vic.gov.au/healthwellbeing/ safety/bullying/what.htm>

The lesson

1. Teacher check. Answers will vary.

Suggestions for Question 1 (f): standing up for person being bullied; refusing to join in with the bullying in any way (doing nothing supports the bully!); encouraging him/her to talk to an adult or parent etc.

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Coping with bullies 1. Explain how you could use the ideas listed to help a person who is being bullied, then write an idea of your own.

(a) Listening to the bullied person and talking to him/her about it.

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(b) Notifying a person who could help (like a teacher or counsellor).

(d) Making the person feel good about himself or herself.

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(c) Telling the person you care about him/her and including him/her in your friendship group.

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(f)

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(e) Keeping a diary of incidents you see happening to later show the teacher.

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2. Explain how these strategies could help someone avoid being bullied, then write one of your own. (a) Making assertive statements to the bully.

(b) Walking away from a bullying situation.

(c) Using humour to defuse the situation.

(d)

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Ears and earphones Teacher notes

Answers Before the lesson • Collect the resources: a selection of different types of earphones or some devices which use earphones; a model or poster of the ear.

external ear ear canal eardrum middle ear bones semicircular canals cochlea auditory nerve Eustachian tube

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

View relevant websites:

• <http://tonywoolf.co.uk/hp-limiters.htm> (information about earphones)

• <http://blog.hifiheadphones.co.uk/2008/03/06/are-inear-headphones-ear-canal-headphones-safe/> • <http://www.etymotic.com/pdf/er6-instructions.pdf> (instructions on the proper care and use of earphones)

The lesson

• Students need a brief knowledge of how the ear works to appreciate the ideas presented about earphones. Explain that ears can be easily damaged. Refer to <http://www. youtube.com/watch?v=ahCbGjasm_E> to view a simple presentation about how the ear works.

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

After the lesson

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

• Investigate decibel levels and what levels are safe: <http://www.quietrock.com/educational-resources/ understanding-sound-and-noise.html> <http://www.dangerousdecibels.org/faq.cfm>

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• As a class, the students complete Question 1. Discuss how best to answer Question 2. Make notes on the board to help their descriptions, if necessary. (Briefly: The outer ear catches the soundwaves; the middle ear changes the soundwaves to vibrations, that are then delivered to the inner ear; the inner ear creates nerve signals from the vibrations and sends the signals to the brain.)

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• Show the earphones and have the students discuss what types they use and why certain types may be better or safer than others.

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• Discuss how the earphones send sound directly to the centre of the ear and this can be very dangerous.

• The students complete research about Question 3 in their own time or as a group.

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Ears and earphones

semicircular canals auditory nerve external ear

Your ear is a delicate organ which works in a very special way.

middle ear bones

ear canal

cochlea eardrum

Eustachian tube

1. Study the diagram carefully.

Write each label next to its description.

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(a) The external ear flap that collects sound.

(c) A thin, rounded membrane which vibrates and transmits sound. (d) Receives vibrations from the eardrum and transmits them to the inner ear. (e) These are filled with fluid and are very important for our sense of balance. (f)

Contains nerve cells which transmit sound to the auditory nerve.

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(b) Directs sound onto the eardrum, which vibrates.

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(g) Carries sound to the part of our brain which interprets it. (h)

equalise air pressure.

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2. In your own words, describe how the ear functions.

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3. Earphones send sound directly to the centre of the ear and can damage hearing. Research answers to the following questions about earphones. Make notes on a separate sheet of paper or the back of this worksheet. (a) For how long is it safe to listen to music through earphones in one sitting? What can happen if you exceed this time? (b) How loud should you set the volume? What would be a good rule to use to measure volume? (c) What will happen to your hearing if the volume is too loud? What can be damaged in your ear? (d) What is ‘leakage’ of sound when using earphones? (e) What are the symptoms of listening to music that is too loud and for too long through earphones? (f)

What other information about the safe use of earphones did you find out?

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About earphones Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: a selection of different types of earphones or some devices which use earphones; a model or poster of the ear.

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

View relevant websites:

• <http://blog.hifiheadphones.co.uk/2008/03/06/are-inear-headphones-ear-canal-headphones-safe/> • <http://www.etymotic.com/pdf/er6-instructions.pdf> (instructions for proper care and use of earphones)

The lesson

• Show the earphones and have the students state what types they use and which are better (or revise responses from the previous lesson). Remind the students that earphones send sound directly to the centre of the ear and this can be dangerous.

• Compare and discuss students’ safety cards to find the common information included.

• Display the safety cards in areas of the school where earphones are used (such as the library) or where students will see them at recess or lunchtimes.

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• <http://tonywoolf.co.uk/hp-limiters.htm> (information about earphones)

After the lesson

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• For Question 2, the students complete their planning for their safety card on the worksheet and create the actual safety card on a computer or a sheet of card.

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• Students could use the internet or music store brochures to find images of specific brands of earphones to cut out and paste to complete Question 1. Alternatively, they could sketch those brought in.

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About earphones 1. Draw four different types of earphones and explain which are the safest to use and why.

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(c)

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(a)

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2. Design a card to explain the safe use of earphones. Include information and warnings.

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The bubonic plague Teacher notes

Answers Before the lesson • Collect the resources: books and other information about the bubonic plague.

• <http://www.william-shakespeare.info/bubonicblack-plague-elizabethan-era.htm> • <http://historyforkids.org/learn/science/ medicine/plague.htm>

The lesson

• Discuss the history of the bubonic plague with the class, including what happened and its effects, causes and results.

• The students can research in groups or individually to complete the information on the worksheet.

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View relevant websites:

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1. Teacher check. Answers will vary.

Possible answers include: (a) Infected fleas, on an ever-increasing population of rats, spread the disease along trade routes to western Europe. (b) Symptoms included painful, swollen lymph glands; difficulty breathing; red spots on the skin which turn black; coughing. The disease killed between one-quarter and half of the population of Europe. It is thought to have originated in China or Central Asia and spread to western Asia, North Africa, France, England, Germany and Italy. (c) Cats were killed because they were considered evil, but because of this the rat population flourished (as did the fleas who lived on them). The people of Europe were undernourished due to famine, making them more susceptible to disease. (d) Attempted cures included magic, surgery, medicine, not bathing. They were mostly unsuccessful. (e) The infected rats died, leaving the fleas with no food source; infected people survived and became immune, the disease became weaker. The plague outbreaks occurred again in 1649, 1665–1666 and 1679, and again in the mid-19th century in Central Asia and India.

It was used by the Japanese as a weapon in 1940 and 1941. Antibiotics now effectively treat bubonic plague.

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2. (a) (b) (c) (d)

rosy red-coloured rash from the plague flowers to cover the smell of death sneezing from the plague falling down dead

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• When the information on the worksheet is completed, the students can present their final research on large posters or other suitable format.

3. (a) plague: an epidemic disease with a high death rate (b) bubonic: accompanied or affected with buboes (swelling of the lymph glands in the groin or armpits) (c) epidemic: a temporary prevalence of a disease (d) contagious: able to be spread to others by physical contact (e) grotesque: odd; bizarre; unnatural in shape, appearance or character

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• Using the nursery rhyme of ‘Ring a ring o’ roses’, the students could demonstrate how it shows the effects of the plague.

• The students research other great plagues in the world’s history or the development of cures for specific diseases.

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The bubonic plague In the early 1330s, an outbreak of deadly bubonic plague occurred in China.

1. Research how the outbreak of the plague started and how it spread. Using the answers to these questions, present a project on the subject as a report or poster. (a) How did the bubonic plague reach Europe?

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(b) What were the symptoms of the disease and how widespread was it?

(c) What conditions existed that caused the disease to spread so rapidly?

(d) What cures did the people try? How successful were they?

(e)

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What stopped it? outbreaks occurred

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since?

2. It is thought the nursery rhyme ‘Ring a ring o’ roses’ is about the outbreak of the plague in the 14th century. Match the line from the song to what it means.

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(a) Ring a ring o’ roses

•

• sneezing from the plague

(b) A pocketful of posies

•

• falling down dead

(c) A-tishoo! A-tishoo!

•

• flowers to cover the smell of death

(d) We all fall down.

•

• rosy red-coloured rash from the plague

3. Write the dictionary meaning of these words: (a) plague: (b) bubonic: (c) epidemic: (d) contagious: (e) grotesque: R.I.C. Publications® – www.ricpublications.com.au

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Traffic light food Teacher notes

Fo

Answers Before the lesson • Collect the resources: examples of labels from products (including examples of traffic light labels, if possible). Ask students to bring empty packets from home.

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View relevant websites:

Teac he r

• <http://www.flyonthewall.com/FlyBroadcast/FSA/ Film-TLL07/index.php?media=wm&bandwidth= analogue&clip=1#> (a video presentation about the labelling system) • <http://users.tpg.com.au/pschamb/smalltraffic lightlabels.html> (food traffic light calculation)

2. Answers will differ and may include the following. (a) A growing obesity epidemic has led authorities to look at a system of labelling which will help ensure shoppers make healthy choices. (b) Shoppers will be able to see at a glance which foods they intend buying have safe levels of fat, sugar and salt.

Adults and children will benefit. Doctors and nurses will have to treat fewer diseases caused by obesity, which put pressure on the hospital system. Workers will be healthier, so companies will benefit.

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• <http://www.eatwell.gov.uk/foodlabels/trafficlights/> (a full explanation of traffic light labelling)

The lesson

1. Traffic light labelling can help you to choose healthy food products and keep a check on the amount of fat, sugar and salt you are eating. It will aid in choosing foods which are better for your body.

3. (a) This food has some fat, not very much saturated fat, a lot of sugar and a lot of salt, (b) (i) chips, burgers, sausages, manufactured cold meat (ii) soft drink, cordial, some cereals

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4. Teacher check. Answers will vary. People will be able to chose those foods with less fat, sugar and salt.

• The students make their own labels for a fictitious product using traffic light labelling.

• Discuss fast foods (takeaway foods). What labels, if any, do they have, and how do these help the consumer make healthier choices? (Remember, some takeaway food is healthier than others.)

• Have the students create posters promoting the traffic light label concept.

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• The students complete Question 1, using an explanation and diagrams.

• The students research which countries have adopted this system of labelling.

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• Discuss healthy food choices and what aids people use to choose healthy food from the supermarket. Examine some examples (or images) of foods with traffic light labelling.

Discuss what information is contained on each label and how it makes it easier to make healthy choices.

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• Discuss Question 2 with the class, making notes on the board before the students answer the questions on the worksheet.

• For Question 3, the students discuss which foods could have each type of label. Compare them to the food label examples brought to class to see if any have similar labels.

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Traffic light food Authorities in some countries believe the system of traffic light food labelling may solve the many problems people have when making healthy food choices.

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1. Using your own words and diagrams, explain how the ‘traffic light’ system of labelling works. You can write on the back of this worksheet.

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2. (a) What led to health authorities in some countries adopting this system of labelling?

(b) How does traffic light food labelling help and who benefits from it?

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3. Colour the labels then explain what each indicates about the food.

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(a) Food carrying this label would

YELLOW

FAT

GREEN

SATURATED FAT

RED

SUGAR

RED

SALT

(b) Suggest types of food these labels may be for. Give reasons for your answer. (i)

RED

FAT

RED

SATURATED FAT

GREEN

SUGAR

YELLOW

SALT

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GREEN

FAT

GREEN

SATURATED FAT

RED

YELLOW

SUGAR

SALT

4. Some fast-food manufacturers claim their food is okay to eat frequently. How will traffic light food labelling help people make healthy choices when choosing fast food?

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Traffic light food: pros and cons Teacher notes

Fo

Answers Before the lesson • Collect the resources: examples of labels from products (including traffic light examples, if possible).

Students will need to bring in two examples of labels from favourite lunch foods to complete Question 4.

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

View relevant websites:

After the lesson

• <http://www.flyonthewall.com/FlyBroadcast/FSA/ Film-TLL07/index.php?media=wm&bandwidth= analogue&clip=1#> (a video presentation about the labelling system) • <http://users.tpg.com.au/pschamb/smalltraffic lightlabels.html> (food traffic light calculator)

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2. Teacher check. Answers will vary but may include: people have to get used to them; if it is effective in changing peoples’ eating habits; consumers have too much to worry about; foods with red on the labels won’t be purchased.

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

• <http://www.eatwell.gov.uk/ foodlabels/trafficlights/> (a full explanation of traffic light labelling)

The lesson

1. Teacher check. Answers will vary but may include: traffic light food labels help people make healthier food choices; make food comparisons easier; are easy to understand.

• The students use the responses in Questions 1 and 2 to hold a debate on the pros and cons of traffic light food labelling.

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• Survey and tally students who like the labelling and those who don’t. Ask for reasons for the students’ choices. Discuss the possible positives and negatives about the system to assist the students to complete the answers to Questions 1–3 on the worksheet.

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• As a class, decide on the traffic light labelling for different types of food. For example:

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per 100 grams

green

orange

red

fat

less than 3 g

3 g – 20 g

20 g or more

saturated fat

1.5 g

1.5 g – 5 g

5 g or more

sugar

less than 5 g

5 g – 15 g

15 g or more

salt

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• Review the traffic light food labelling system and examine examples of its use.

0.3 g or less 0.3 g – 1.5 g 1.5 g or more

Use this as a guide to colour the food labels in Question 4.

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Traffic light food: pros and cons

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Some health experts and food manufacturers think the traffic light food labelling system will help shoppers choose healthier food.

Fo Some manufacturers and shoppers have argued against traffic light food labelling.

1. Write three arguments for adopting traffic light food labelling.

•

•

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•

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2. Write three arguments against adopting traffic light food labelling.

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Explain your reasons.

3.

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4. Select and draw two of your favourite lunch foods. Research the levels of fat, sugar and salt in them and complete the traffic light food labels. Describe what you discovered.

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FAT

FAT

SATURATED FAT

SATURATED FAT

SUGAR

SUGAR

SALT

SALT

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Food and nutrients Teacher notes

Fo

Answers Before the lesson • Collect the resources: posters showing the five food groups; information about nutrients (including fibre) in specific foods; a variety of food packages that display their nutritional content; an A3 copy of the worksheet.

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View relevant websites:

• <http://www.umass.edu/nibble/infolist.html> • <http://www.nutritionexplorations.org/ kids/nutrition-main.asp> (interactive activity)

The lesson

• Discuss the importance of the different food groups and eating a balanced diet.

2. Teacher check. Answers may vary; examples include: (a) Vitamins are organic compounds required as a nutrient in tiny amounts. (b) Proteins are essential for growth and maintenance of body tissues. (c) Minerals are required for maintenance and growth of body functions. (d) Carbohydrates are a provider of energy and insulation.

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1. (a) Bread and cereals; Fruit and vegetables; Dairy products; Meat, fish and eggs; Fats, oils and sugar. Examples will vary. (b) Bread and cereals; fruit and vegetables; dairy and meat

3. NOTE: Teacher check food examples. (a) Fibre is essential for your digestive system and healthy bowel function. (b) wholemeal bread, rice, wholegrain breakfast cereals, fruit and vegetables. (c) Teacher check. Answers will vary.

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• Show the fibre content on a selection of common food labels to enable the students to complete Question 3. Cereals are a good example to use.

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• Students research which foods contain more fibre than others.

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• The students make a large frieze of the food groups, using cut-outs, drawings and photos.

• The students present the information as a talk to another class.

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• The students could use internet sources to research the information to complete Questions 1 and 2. It can be used as a homework or research activity.

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Food and nutrients 1. (a) Label the five groups and write some examples of each.

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(b) Write the three most important food groups in a traditional healthy diet in order from most to least.

2. Write short descriptions of the main nutrients found in food, then list examples of foods containing them. (a) Vitamins are …

(b)

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(d) Carbohydrates are …

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(c) Minerals are …

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3. (a) Explain why fibre is important in a diet.

(b) Draw and label the four main foods which contain lots of fibre.

(c) Of the foods that you eat regularly, list those which don’t have much useful fibre.

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Cereal contents Teacher notes

Fo

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: a variety of cereal packets or photocopies of the labels, one for each student; an A3 copy of the worksheet.

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

View relevant websites:

• <http://www.permanente.net/homepage/ kaiser/pdf/6128.pdf>

• <http://www.choice.com.au/Reviews-and-Tests/ Babies-and-Kids/Food-and-health/Kids-food/Kidscereal-review-and-compare/Page/Introduction.aspx> (nutrient levels and other information for specific cereals)

The lesson

• The students make a cereal box using a rectangular net and construct a label of the ideal cereal.

• The students complete further research about additives found in food ingredients.

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• <http://coldwaterchartwells.tripod.com/id27.html> (information about breakfasts)

After the lesson

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• Discuss the various cereal packets and compare the contents and nutrients of each.

• Model the activity on the worksheet using the A3 copy and one cereal packet.

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• The students examine the nutrients listed on the label to complete Question 2.

• In Australia, the ingredients are listed in order of quantity used. The students should be asked to comment on anything which may have surprised them about the ingredients: Does it match the product’s name? Where is ‘sugar’ listed in the order? How much salt is in it? etc.

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• The students select and use their own packet (or a photocopy of one) to complete their own label analysis.

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• In groups or pairs, the students discuss what cereals they eat regularly and what may have surprised them about the information on the packets. Hopefully, the students will look at the labelling next time they make a choice of cereals.

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Cereal contents

1. Examine your box of cereal and answer the questions.

Fo

(a) What is the brand name of the cereal?

(b) What ‘good things’ does the manufacturer claim it contains (check the packaging)?

Draw the box design

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(c) Has a marketing phrase or tag line been used on the packet? If so, what is it?

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(d) Comment on the graphics used to attract buyers to the packet in the supermarket; for example: colours used, types of drawings or photos used, size of graphics and print.

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2. Choose six nutrients listed on the label to complete this table.

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Nutrient

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3. (a) List the ingredients of the cereal. (They are listed in order of quantity used from most to least.)

(b) What do you think of the cereal you chose? Is it healthy to have for breakfast?

(c) Write a list of qualities a good cereal should have.

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Today’s lunch Teacher notes

Fo

Answers Before the lesson

Teacher check. Answers will vary.

Collect the resources: each child’s lunch; an A3 copy of the worksheet for modelling.

r o e t s Bo r e p ok u S After the lesson • Graph the survey results.

The lesson

Teac he r

• Model the activity using the A3 copy and your own lunch.

Students should contribute ideas.

• Discuss the traffic light food ratings system and allow students to complete some research if necessary.

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• This worksheet should be done with the students’ lunches in front of them. The ingredients of the lunches can be listed and the rest of the sheet completed later. Students need to give detailed information; for example: ‘ham, cheese, tomato, butter, bread’ instead of ‘a sandwich’. They may approximate amounts.

Further activities relating to traffic light food labelling may be found on pages 50–51 of Total health (Ages 8–10).

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• The survey can be a generalisation only. The students complete the survey for their own lunch, before the results are collated for the students to study as a class.

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The traffic light system of labelling food helps a consumer see straightaway the levels of fat, salt and sugar a food contains. Food that is given a red light should only be eaten in moderation. Food that is given an amber light can be eaten, but not in large quantities. Green light foods have the least amount of sugar, salt and fat and are the healthiest to eat.

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Today’s lunch

RED

1. List each individual food included as part of your lunch.

Fo

ORANGE

GREEN

Food

Amount

Traffic light value; colour red, orange or green.

Fat

Salt

Sugar Overall rating

Fat

Salt

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Salt

Fat

Salt

Fat

Salt

Fat

Overall rating Sugar Overall rating Sugar Overall rating Sugar Overall rating

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Sugar

Salt

Sugar

Overall rating

2. Comment on the lunch. (Is it food you enjoy? How often do you have it? What serving size do you have?)

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C.Publ i cat i ons Explain why gave it that •f o ryou r e vi e wrating. pur posesonl y•

(b)

Not good

4. Is it important to have a nutritious lunch?

Just okay

Yes

Quite good

No

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5. (a) About how often each week do you usually:

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buy lunch?

My lunch

Class result

Excellent

Why?

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3. (a) Give your lunch an overall nutrition rating.

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pack your own lunch?

have a lunch made by someone else?

(b) Did any of the results surprise you? If so, which?

(c) Do you think it is better for you to make your own or to buy lunch? Explain why.

6. Suggest some healthy improvements to the lunches you usually eat.

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Fabulous lunches Teacher notes

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Answers Before the lesson

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

• Collect the resources: a selection of lunch containers (such as clear containers); icepacks; sealed containers; some ‘healthy’ lunch snacks such as nuts, dried fruit, fresh fruit, yoghurt; food magazines or supermarket brochures.

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• <http://www.cyh.com/HealthTopics/Health TopicDetailsKids.aspx?p=335&np=284&id=1811> (‘A healthy lunch box’) • <http://www.betterhealth.vic.gov.au/bhcv2/ bhcarticles.nsf/pages/Lunchbox_tips> (Follow links to a selection of ‘lunch box tips’.)

5. Teacher check. Answers will vary.

After the lesson

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View relevant websites:

The lesson

4. Teacher check. Answers might include: Always eat a piece of fruit with lunch.

Always include vegetables of some kind in a sandwich.

Avoid using fatty spreads on sandwiches.

Drink water with lunch.

Always eat some type of carbohydrate at lunchtime.

• The students create collages of fabulous lunch fillers, using internet images or pictures cut from magazines.

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• Students should discuss their sandwich fillings with each other before listing them.

• Show and discuss the lunch containers brought, including those supplied by students.

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• Students may use small pictures cut from magazines or internet images for pictures of snacks. Groups of students should discuss the ‘eating rules’ in Question 4 before the students complete their answers.

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nutrition

Fabulous lunches

Fo

Complete the following.

1. Explain why it is important to eat a healthy lunch each day.

2. List the ingredients for three ‘super healthy’ sandwich fillings, then give each a title.

• Title: •

•

Title:

3. Draw and label four fabulously healthy lunch box snacks.

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Title:

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4. Write four rules for healthy lunchtime eating.

• • • •

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5. Draw and label two interesting containers for packing or storing healthy lunches.

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Dinnertime Teacher notes

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Answers Before the lesson

Teacher check. Answers will vary.

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

View relevant websites:

• <http://www.ehow.com/video_4440722_ setting-dinner-time-frame-kids.html> (videos about table manners for children)

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The lesson

NOTE: To complete the worksheet, the students will need to sit at the table with the family to eat a meal twice during the week. For the second meal, each family member has to sit in a different place.

• Repeat the worksheet later in the year to see if any positive, long-lasting changes have occurred.

• The students create an artwork ‘Table adventures at home’.

Discuss the title with the students: What does it mean?

What could they include in the artwork? (table settings; utensils; different styles of tables and chairs; spills, slops and messes; cartoon drawings of flies or insect characters navigating the table for food; patterns or designs of cloths, napkins or utensils; a step-by-step comic strip of proper use of table manners etc.)

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• <http://www.gatherroundthetable.com/?p=96> (discussion of the importance of eating around the table as a family)

After the lesson

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• Discuss the reasons why some people think it is important for children to sometimes sit with the family to eat. Discuss and list some possible reasons on the board.

• As a class or in small groups, discuss Questions 2 and 3 before the students complete their answers.

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• Familiarise the students with the worksheet requirements.

Notes for Question 1 can be completed on another sheet of paper and the answers completed on the worksheet at school.

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nutrition

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Dinnertime

Complete the activities after doing your research at home.

1. Complete the information after each meal.

Meal 1

Meal 2

to

to

Food Time

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Table diagram: Who sat where?

Was a television or radio playing?

How did it go?

Did anything interesting happen?

2. Rate the experience by ticking along the line, then comment on your rating. (a) First meal (b) Second meal

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Didn’t like it at all

It was OK

Not bad

Quite good

Very enjoyable

Didn’t like it at all

It was OK

Not bad

Quite good

Very enjoyable

(a) Parents and children benefit because they learn about one another from table discussions.

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3. Comment on each of the following statements about eating meals together.

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(b) Eating at the table encourages more conversation among family members. (c) You should turn off the TV and other entertainment and listen to each other at the table. (d) Eating at the table will make you pay more attention to your food.

It is healthier.

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Food packages Teacher notes

Fo

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: each student or pair of students will need to provide a food package, such as a tin, box or packet; one copy of the worksheet in A3 size for modelling.

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

• The students use a rectangular prism net to make fictitious product labels.

• Display the empty boxes in the classroom with the assessments worksheets alongside them.

• Model the activity by selecting a food package and completing it on the A3 worksheet with students’ contributions.

• The students discuss their labels in groups, before completing their own worksheets.

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The lesson

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Food packages 1. Use your food package to complete the following information.

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(a) Type of product: (b) Brand name: (c) Manufacturer’s name and address:

(d) Draw the package.

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(e) List the contents of the package.

2. Tick the features included on the package, then include two of your own. (a) Product description.......................

(b) Expiry date ......................................

(c) Storage information.......................

(d) Recipes ...........................................

(e) Weight ............................................

(f)

(h) Nutritional information © R. I .

C.Publ i ca t i on s ................... (i) (j) • f o r r e v i e w p u r p osesonl y• Rate the effectiveness of the package. (g) Barcode .........................................

3.

Recycling information ....................

/10

/10

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(b) Layout .................................

List three effective features used:

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(a) Use of colour.......................

List the three main colours used.

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(c) Use of descriptive /10 language. ..........................

List four effective adjectives used:

(d) Use of pictures or /10 graphics..............................

Describe the types of pictures used on the label.

(e) Give the label an overall rating on how effective and useful it is.

Very poor

Not bad

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OK

Pretty good

Very effective

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Healthy images Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: colour magazines containing advertisements about health products or services (the students will need 10 different advertisements of health products or services to complete the worksheet); an A3 copy of the worksheet.

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

• Make a class collection of adjectives and phrases used often in advertising, for students to use when writing.

The lesson

• Using one large advertisement, model the activity with students’ assistance.

• The students need to each collect 10 health advertisements about products or services to complete the worksheet (individually or as a group).

• The students complete their own analysis of the advertisement.

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• Create a class or individual montage of the advertisements from magazines or those used for the worksheet.

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• As a class, mark the worksheet and discuss common findings.

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Healthy images

Use your 10 advertisements to complete the following.

1. Write five words or phrases to describe the images used in the health advertisements.

2. What type of lifestyle is being promoted in the advertisements?

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3. (a) Randomly select five advertisements and analyse them using the table.

(b)

men

women

girls

boys

Rate its effectiveness – 1 = poor, 5 = great 1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

List three adjectives used in the advertisement

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Health product

Who is it aimed at?

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1

2

3

4

5

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(c) Why do you think that group was chosen? (Write more than one reason.)

4. (a) What did you notice about the vocabulary and phrases used in all 10 advertisements?

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(b) What type of colours were used in all 10 advertisements? Why were they chosen?

5. List four features of an effective advertisement.

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Design an advert Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: an A3 copy of the worksheet; a collection of colour magazines (lifestyle, food, health etc.); art equipment such as art paper, lead pencils, coloured markers, crayons or pencils, coloured paper, scissors, glue etc.

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

• <http://www.buzzle.com/articles/effectiveadvertising-techniques-used-in-advertisements.html> (analysis of effective advertising techniques)

The lesson

• As a class, discuss each section of the worksheet. Research the website listed above and discuss the ideas presented.

• The students use their advertisement to ‘sell’ the product to the class.

• The students use the ‘Advertisement layout’ checklist to analyse other magazine advertisements.

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View relevant website:

After the lesson

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• Ask the students to look for advertisements in the magazines.

Discuss the content and layout of some, as an example.

• The students should select and discuss an advertisement in small groups before planning their own and completing the worksheet.

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• Once planning is completed, students create their own advertisement on a large sheet of art paper using a variety of media.

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Design an advert

Me

Use the worksheet as a planning guide to design and make a magazine advertisement for a known health product.

1. Advertisement contents

(a) Product type: (b) Product name: (c) Descriptive or catchy phrases to use:

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(e) Product description:

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Manufacturer’s name and contact information:

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2. Advertisement layout Draw your advertisement and tick the checklist of items as they are included.

Brand name

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Product type

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(f)

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(d) Directions for use:

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Description of product Directions for use Catchy phrases Border Drawings/ Photographs Manufacturer’s name Special font Special artwork

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Advertisements and models Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

The lesson

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

• As a class, discuss the worksheet and use the A3 copy to complete an analysis of one advertisement.

• The students select and cut out three advertisements and complete the worksheet.

• The students discuss the results of the advertisements as a class or in small groups.

• Create a class list of answers to Question 3. These can be used by students in subsequent advertisement analyses.

After the lesson

• The students cut out pictures of models used in advertisements to make a collage of categories (child, youth, adult, aged, male, female etc.).

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• Collect the resources: colour magazines with advertisements showing male and female adult and child models (The students will need three advertisements to complete the worksheet.); an A3 copy of the worksheet.

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• The students then select another four advertisements to complete.

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• As a class, discuss the answers to Question 5.

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Advertisements and models

Use three advertisements showing models to complete the following.

1. List what each advertises (health, beauty, food, alcohol, jewellery, clothing, cars etc.), then describe what the product is offering (or claims to do).

•

•

•

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2. For each advertisement, describe the models used. (Are they doing anything, where are they looking etc.?)

•

•

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C.Publ i cat i ons Explain why these particular models were most likely used in each advertisement.

•f orr evi ew pur posesonl y• •

3.

•

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•

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•

4. (a) Use the scales to rate how persuasive the advertisements are.

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Advert 1

boring

just OK

I want it!

Advert 2

boring

just OK

I want it!

Advert 3

boring

just OK

I want it!

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(b) Which model was the most effective? Give reasons.

5. Explain why we should be wary of the use of particular models in advertising.

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About stereotypes Teacher notes

Answers Before the lesson • Collect the resources: dictionaries; blank A4 sheets of paper; pencils; scissors; magazine pictures or internet images of the following: an energetic grandmother, a young male teacher, an elite athlete with a disability and Stephen Hawking.

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

View relevant website:

• <http://www.cyh.com/HealthTopics/ HealthTopicDetails.aspx?p=243&np=293&id=2248> (information about peoples’ body images of themselves)

2. Teacher check. Answers will vary.

After the lesson

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1. To describe individuals or groups of people we don’t know, we often use labels. These labels are called stereotypes.

Stereotypes are common beliefs held about what certain types of people are like. Categorising things or people is a natural human activity, but we shouldn’t make assumptions about groups of people we don’t know very much about. We need to be careful about forming an opinion about a person or groups of people before we know what the person is (or people are) really like.

• Make a class chart of stereotypes. The students look through magazines, identifying the stereotypes in advertisements, cut them out and make a display.

The lesson

• Ask the students to fold their blank sheets of paper into four and in the separate sections draw or cut and paste a picture of: a grandmother, a teacher, an elite athlete and a world-famous scientist. (Do not use the photos or pictures previously collected and make sure students are unaware of the pictures.) On completion, ask the students to compare their sketches in small groups and discuss the similarities and differences.

• As a class, group the pictures to show those which are very similar. Explain that some of the images may conform to stereotypes. If that word is unfamiliar to students, explain it or ask them to look up the meaning in a dictionary.

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• Show students the images collected before the lesson and compare them to those drawn by the students.

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• The students complete the cloze activity, then, as a class, read it through to ensure the students understand what a stereotype is.

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• Have students form groups to discuss their answers to Question 2. They could discuss why or how some people have these views and why they are stereotypes.

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About stereotypes

1. Complete the cloze activity about stereotypes. shouldn’t really

beliefs person

labels much

careful natural

groups stereotypes

To describe individuals or groups of people we don’t know, we often are called

use labels. These

.

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Stereotypes are common

certain types of people are like. Categorising things or people is human activity, but we

a

of people we don’t

know very

about. We need to be

about forming

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make assumptions about

or groups of people before we know what the

an opinion about a

like.

person is (or people are)

2. Complete the table on stereotypes, including two of your own.

Stereotypical statements

Reason for existence of statement

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(b) Men don’t do housework.

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(c) All girls like playing with dolls.

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(a)

What is the true situation?

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(d) Some races of people are better at maths and science than others.

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Stereotypes and you Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: colour magazines or internet sources to locate images of stereotypes.

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

View relevant website:

The lesson

• Before the students commence the worksheet, ask them to form groups of three. Each student writes his/her own adjectives for Question 1 (a) and (b), then records the answers of the others. In part (c), the three students agree on another stereotype to examine.

• Ask the students to list examples of types of people who do not conform to stereotypes; e.g. certain movie stars, sportspeople, teenagers etc.

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• <http://www.cyh.com/HealthTopics/ HealthTopicDetails.aspx?p=243&np=293&id=2248> (information about people’s body images of themselves)

After the lesson

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• As a class, discuss and record the outcomes for each group.

You will probably notice similar responses.

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• Individually, students find three more examples of stereotypes to complete Question 2. They may choose a stereotype seen on television, in a magazine, in an advertisement, heard about in a conversation at home, or when talking to friends.

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Stereotypes and you

1. Write three adjectives to describe each type of person, then record the answers of two workmates. Add another person of your own.

Mine

Friend 1

Friend 2

(a) movie star

(c)

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(b) teenager

(d) Did you find anything surprising about your friends’ answers? If so, what?

2.

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•f orr evi ew pur posesonl y• Stereotype

Where did you see it?

What did it show?

Explain how it could have been shown in a better way.

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(b)

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(a)

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(c)

3. Are stereotypes a good thing or not? Explain.

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Choose your friends

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Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: posters about friendship; pictures or fiction and nonfiction books about friends; photographs of friends contributed by the students.

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

View relevant websites:

Teac he r

• <http://www.novita.org.au/Content.aspx?p=87>

The lesson

• Conduct an internet search of images of friends to identify the common characteristics. Alternatively, view photographs of students with their friends.

• The class can make a large frieze of the ‘don’t’ statements to display in the room.

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• <http://www.cyh.com/HealthTopics/HealthTopic DetailsKids.aspx?p=335&np=287&id=1465> (friendship tips for children)

After the lesson

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• Discuss the worksheet requirements, then allow the students to complete Questions 1 and 2.

• Discuss the answers to Questions 1 and 2 and have students suggest answers to Question 3. The students can then write their own responses.

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• For Question 5, the students complete a cartoon of two aspects of friendship.

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• Make a list of the ‘don’t’ statements for the students to choose from to complete Question 4.

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Choose your friends Friendships are important, so friends must be chosen carefully.

1. Complete these statements about what makes a good friend.

(a) Good friends always

(b) I trust my friends because

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(c) My friends understand me because

• • •

3. Explain these statements about friendship. (a) It is very important to be able to get along with others.

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2. Write three things good friends do.

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(b) Friendships sometimes change.

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(c) To be a good friend, you have to be a good listener.

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4. Write some ‘don’t’ statements in the box, saying what doesn’t work with friendships.

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5. Draw cartoons with speech bubbles to illustrate that good friends: understand each other’s feelings.

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Working in a group

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Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: photographs or large pictures of children playing or working in groups; organise a specific group (small or whole-class) activity involving a discussion about a subject of your choice. (What is important is not the subject but that students are working in groups.)

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

• Repeat the worksheet following another group activity and compare the results.

• The class can create posters about ‘Group rules’.

The lesson

• This worksheet should be completed after the students have finished a group discussion activity.

• Discuss the worksheet requirements with the students.

• Have the students complete the ratings for Question 1.

• Discuss the results and collect some ideas for the students to use for the remainder of the worksheet.

• Assign a point value to the scores on the scales (e.g: 0–100). Complete a class graph of the four categories (joining in, enjoyment, following rules, listening).

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• Discuss and list the characteristics of a good leader.

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Working in a group 1. Rate your participation in the group discussion by marking along the scale (a) How often do you join in group discussions?

never

a little

sometimes

often

always

(b) How much do you enjoy telling your ideas to the whole class?

I don’t.

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It’s OK.

I like it!

never

I might

sometimes

usually

always

usually

always

(d) How well do you listen to others speaking? never

I might

sometimes

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(c) How much do you follow the rules of group discussions (for example, putting up your hand and waiting to be asked to speak)?

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2. What does this survey show about how well you work in groups?

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3. What are the good things about how you work in groups?

4. How can you improve your group work skills? What can you do better?

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5. Describe a situation when you’ve made a good contribution to a class discussion.

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Teacher notes

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lat ion ship

Classroom code of behaviour

Answers Before the lesson

Teacher check. Answers will vary.

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

View relevant website:

The lesson

• Develop a set of ‘Core values for classroom behaviour’ with the students. There are many examples available from other schools’ websites to assist.

• Laminate the completed posters for the students to keep on their desks or in their work trays.

• On the board, list the five main areas of behaviour— movement around the classroom, solving problems in class, communicating with others, learning in class, safety.

• Discuss and write some ideas for each of the areas on the board.

• As a class, construct a list of class rules to assist the students to complete their poster designs.

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• <http://www.masd.k12.pa.us/facility/teachweb/ vcarney/classroom_code_of_conduct.htm> (an example of a classroom code of behaviour)

After the lesson

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• The students plan their poster on the worksheet, then complete the final poster on art paper or on a computer.

Encourage the students to be creative with their layout.

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Classroom code of behaviour In a classroom, all people should be treated with respect and fairness so they can work, learn and play together happily and safely.

1. Plan a design for a poster about class rules which includes the following points: • Movement around the classroom • Solving problems in class • Learning in class • Communicating with others • Safety

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2. Tick the checklist as items are included:

Main headings ..............

Rule descriptions ...........

Catchy phrases.............

Photos/Clipart................

Special font....................

Special artwork .............

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Code of conduct ..........

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Main title ........................

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Living with a family

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Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: posters, photographs and books showing family groups.

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• Students write a list of home rules, cut them out and glue them onto a large frieze with those of the other students.

Add a title: ‘Our families’ rules’.

The lesson

• Conduct an internet image search with the students about ‘families’.

• Discuss the large variety of groups which can be termed ‘families’.

• The students discuss the rules they have at home with their families and select two for each area in Question 2.

• When the students have completed the rules sections, compile a list on the board and discuss the reasons for having them.

• Create another class poster titled ‘Families teach us ...’.

Include suggestions and accompanying illustrations from Question 4.

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• On the board, list the different types of family groups students in the class belong to.

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• Have the students brainstorm ideas for Question 4. They can choose from the list the responses appropriate to their family.

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Living with a family The family is the most important social group you belong to. For a family to work properly there must be rules for everyone to follow.

1. Write a list of all the family members that live at home with you.

2. Write and illustrate two home rules for each area.

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(b) family room/living room

(c) my bedroom

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(a) kitchen

(d) bathroom

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3. Write two rules for each category. Explain how you feel about each. Is each fair? (a) Rules for going out on your own

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• (c) Rules for eating •

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• (b) Rules for entertaining friends

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• (d) Rules for hygiene •

• 4. Write 10 things you have learnt from living with your family.

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Game rules

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Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

• Collect the resources: images from books or internet sources of children playing games (other than organised sport).

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View relevant website:

The lesson

• Discuss games the students have played which are not organised by written rules (e.g. sporting games, board games, computer games). They may also include games they have made up with friends.

• Write a few examples of games on the board. (Examples might include: tag, four square and skipping games.) If one is simple enough to organise, you may wish to play it.

• Make a large list of ‘Games we play’.

• Play some of the games suggested by the students.

Emphasise the need for rules and safety.

• Have some students teach other class members how to play their favourite games.

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

After the lesson

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• Form groups of students to discuss the games they have played and select one to analyse.

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• The students complete the worksheet independently using their chosen game.

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Game rules

1. Complete the answers to describe a game you have played that is not an organised sport. (a) Tick the location of the game.

in a backyard ................

in the school grounds...

in a public place ...........

inside a home ...............

...

(b) Name of game:

Number of players

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(c) Equipment needed (if any):

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(d) Explanation of how the game works:

(e) Explain any steps taken to make the game safe.

2. Write answers to analyse the game and tell how well it works. (a) What works well and what doesn’t?

3. Tick along the scale to rate the game.

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not very good

just OK

quite good

works well

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(b) ‘A game relies on players to adhere to the rules.’ Explain what this means.

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the game being played.

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(c) What about the game could be changed?

(d) How can the game be made safer?

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Community recreation

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Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

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View relevant websites:

• Complete a Google™ Earth search of the local area.

The lesson

• Use the websites and Google™ Earth to show images of the local area the school is located in and create a list of available recreational facilities and areas on the board.

• The students select four of the facilities to write about. If possible, they should choose ones they know about or have used.

• Graph the ratings of the various recreational facilities discussed by the students. Tally how many students use each of the facilities listed and graph the result.

• Make a class compilation of the activities to record on card and display in the classroom. Students could list activities they have not tried, select one, then report to the class after doing the activity. The list may be given ‘Recommended’ and ‘Not recommended’ ratings using ticks or crosses. This might encourage students to be more active or adventurous.

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• Visit the website of the school’s local council to research recreational features available, such as leisure centres, libraries, parks and reserves, sport and recreation facilities, visual arts centres, walking tracks etc.

After the lesson

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• Have students discuss in groups the recreational activities they participate in outside school or home. If students are not familiar with any, they could select those they would like to do.

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• When the students have completed Question 4, they discuss the results as a group.

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Community recreation 1. List four recreational facilities available in your local community.

Facility

What do people do there?

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2. List four recreational activities you participate in away from school or home.

State where you do each, then give a rating.

Where

Rate it

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Activity

3. Explain why you gave each that rating.

Activity 1:

/10 /10 /10 /10

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4. As a group, discuss and list:

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(b) facilities used by the members of the group.

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(a) activities each person participates in.

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5. List any surprises you may have noticed about: (a) the activities some classmates do.

(b) the facilities available in the local community.

6. Choose from 4(a) the activity you want to try and write why you want to try it.

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Community groups

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Teacher notes

Answers Before the lesson

Teacher check. Answers will vary.

The lesson

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• Display the community group advertisements in the school’s library.

• Check after a time to see if any students have joined a new community group. Allow them to report about their experiences with the community group.

• Brainstorm to list community groups the students know about. These may include temporary groups such as a holiday group or a sporting group playing together during a season, or permanent groups such as a family or church.

• The students list 10 examples and tick those they belong to.

• Students choose one group they belong to or one they would like to belong to. (This may prompt ideas for students to do something different or new.)

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• Use local council websites, handbooks, the telephone directory (community and recreation sections) or a local community paper to collect information about community groups. This may assist the students when completing the discussion and worksheet.

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• Discuss the analysis of the community groups, in particular focusing on the things the group does to help the community and what individual people do to help the group.

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• The students can plan the advertisement for a community group on the worksheet and complete it on a large sheet of art paper.

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Community groups In every community, there are a variety of groups you can belong to.

1. After brainstorming, list 10 different groups that exist in your community. Tick those you belong to. ...

...

...

...

...

...

...

...

...

...

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(a) Group name: (b) What does this group do?

(c) Does this group help the community? How?

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2. Analyse one group you belong to or would like to belong to.

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(e)

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3. Complete an advertisement for a real or fictitious community group. Tick the checklist as you include each item.

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(d) How does each person involved contribute to the group?

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Membership benefits Description of group Meeting place Contact information Catchy phrases Border

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