AHPES Health For Foundation Level by Ready-Ed Publications

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Title:

Ready-Ed Publications

Australian Health And Physical Education Series

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Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 951 1 2

Contents 4 5

Section 1: Being Healthy, Safe And Active

Communities 38 Teachers’ Notes 39-41 Medicines 1 42 Medicines 2 43 Household Substances 44 Eating Healthy Foods 45 Safety Symbols 46 Keeping Safe On Our Roads 47 Keeping Safe Around Water 48 Hygiene – Looking After Your Teeth 49 Healthy Habits 1 50 Healthy Habits 2 51 52 Wellbeing – Being Kind Wellbeing – Being Fair And Respectful 53 Being Active Outdoors 1 54 Being Active Outdoors 2 55 Staying Safe While Playing Outdoors 56 A Happy, Healthy Me 57

Teachers’ Notes What Am I Good At? Talent Tree Learning New Skills Using Our Strengths To Help Others My Body 1 My Body 2 Growing Bodies 1 Growing Bodies 2 Behaving Safely Feeling Safe 1 Feeling Safe 2 People Who I Trust People Who I Do Not Trust

6 7-9 10 11 12 13 14 15 16 17 18 19 20 21 22

Section 3: Contributing To Healthy And Active

Teachers’ Notes National Curriculum Links

Section 2: Communicating And Interacting For Health And Wellbeing

23 Teachers’ Notes 24-25 Feeling Left Out 26 Including Everybody 1 27 Including Everybody 2 28 Including Everyone In Physical Activities 29 Being A Good Group Member 1 30 Being A Good Group Member 2 31 Feelings 1 32 Feelings 2 33 Feeling Angry 34 Feeling Happy 35 Feeling Sad And Feeling Scared 36 Listening And Responding 37 3

Teachersâ&#x20AC;&#x2122; Notes Health For Foundation Level is part of the Australian Health And Physical Education Series which comprises ten books in total. This book has been specifically written for Australian students in their first years of schooling. Linked to the Australian curriculum, each page references the content descriptions being assessed.

Being Healthy, Safe And Active is the first section of this book. In this section, students are given the opportunity to recognise their strengths and understand how they can develop new strengths. Identifying body parts and recognising that their bodies change as they grow, is also a focus. In order to understand how they can stay safe, students are encouraged to identify people who they trust and discuss protective behaviours.

The second section, entitled Communicating And Interacting For Health And Wellbeing focuses on inclusive and exclusive behaviour and emphasises how the former is right and fair. Students are given the opportunity to explore appropriate ways to communicate feelings using language and actions.

The third section in this book, helps students to recognise dangerous household substances and the inappropriate use of medicines. The importance of reading safety symbols found at home, around water and in road environments is highlighted. Healthy habits, such as hand-washing, face-washing, eating correctly and showing respect are explored in some depth. Health For Foundation Level is a wonderful resource. There are notes for the teacher at the beginning of each section which include: answers, additional activities, links and suggested ways to introduce new topics. Cleverly illustrated to engage young minds, this book will be a valuable addition to any schoolâ&#x20AC;&#x2122;s pool of resources.

National Curriculum Links Being Healthy, Safe And Active Identify personal strengths (ACPPS001) • • •

identifying things they are good at and describing how these have changed over time describing how they feel when they are learning a new skill and what strategies they can use to persist until they are successful identifying ways they can use their strengths to help themselves and others

Name parts of the body and describe how their body is growing and changing (ACPPS002) • • •

recognising how bodies grow and change over time recording and mapping growth on individual and group growth charts or constructing a class height line identifying and labelling private parts of the body and understanding the contexts when body parts should be kept private

Identify people and demonstrate protective behaviours that help keep themselves protective and healthy (ACPPS003)

•

identifying characters in different texts who help the main character to stay safe and healthy identifying protective behaviours that can help keep them safe identifying different relationships they have with people and which of these relationships make them feel loved, safe and supported naming trusted people in their community who can help them stay safe and healthy, and practising ways of asking for help in a range of different scenarios

• • •

Communicating And Interacting For Health And Wellbeing

Practise personal and social skills to interact with and include others (ACPPS004)

•

• •

accessing stories about characters who have been excluded from a group and discussing how the character could deal with the situation discussing how it feels to be included in activities practising personal skills such as expressing needs, wants and feelings, active listening and showing selfdiscipline to be an effective group member listening and responding to others when participating in physical activities to achieve agreed outcomes

•

Identify and describe emotional responses people may experience in different situations (ACPPS005) • • •

identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused learning and using appropriate language and actions to communicate their feelings in different situations recalling and sharing emotional responses to different situations and representing this in a variety of ways

Contributing To Healthy And Active Communities Identify actions that promote health, safety and wellbeing (ACPPS006) • • • • •

identifying household substances that can be dangerous and suggesting examples of how they can be stored safely in the home grouping foods into categories such as food groups and 'always' and 'sometimes' foods recognising and following safety symbols and procedures at home and in water and road environments understanding the importance of personal hygiene practices, including hand-washing, face-washing, nose blowing and toilet routines recognising that being kind and fair and respectful to others can support class health and wellbeing

Participate in play that promotes engagement with outdoor settings and the natural environment (ACPPS007) • exploring a range of ways to play and be active in outdoor or natural settings • understanding how to be safe in the outdoors through play in natural environments

Section 1:

Being Healthy, Safe And Active

T e ach e rs ' N o t e s

Being Healthy, Safe And Active

What Am I Good At?

Learning New Skills Begin by asking the students if anyone has recently learned how to do something new. Prompt them by giving them some examples, (learned to sing a new song, learned to play a new game on the computer/iPad, learned to play a new piece on the piano). Discuss how they mastered this new skill - write some words on the board to help you with this discussion: practise, persistence, never give up, keep trying, do a little bit every day, enjoy it, do it with a friend, take advice from somebody who can already do this activity, take a break from it and come back to it, two steps forwards, one step backwards. Ask them how they felt when they recently learned something new. Brainstorm words on the board: proud, happy, confident, pleased, motivated to learn other skills, etc. Students should now be able to complete the activity sheet independently.

Before completing the activity sheet, brainstorm on the board the different things that people could be good at. Identify people in the public eye who are good at certain sports/activities, etc. as well as getting students to identify people who they know (friends, family, etc.) who are good at certain things (singing, playing an instrument, golf, basketball, drawing, etc.). This will help the children to think about people’s strengths and make it easier to identify their own strengths. Stress that we cannot all be good at the same things. To help the students think of their strengths, they might want to list any extra-curricular activities that they are involved in. As an extension activity, play some simple games to help students to recognise that they may have strengths in certain areas, and to highlight that not everybody has the same strengths. Games could include: snap, a memory game, musical chairs, mental Maths games, running races, hopscotch, duck, duck, goose, marbles, etc. For more ideas, visit: 4www.gameskidsplay.net/

red, yellow) to create a more visually appealing tree. Encourage the children to write a full sentence on the leaf, e.g. I am good at...

Section 1

Talent Tree

Using Our Strengths To Help Others

To create a ‘Talent Tree’ you will need to find a dead branch and place it in a colourful pot filled with soil. Once each student has cut out his/her leaf, a loop of string can be threaded through the hole marked on the leaf and tied to a section on the branch. Alternatively, you could cut a trunk and branches out of brown construction paper and stick the leaves to it to create a wall display. Photocopy the leaf outline onto different coloured bits of paper, (e.g. green, orange,

Depending on children's abilities, some students might be able to write and draw, others might only be able to draw. Display students’ final pieces to showcase individual strengths. You could provide more examples of how people's strengths are used to help others on the board.

My Body 1 and 2 Sing songs and play simple games that reiterate knowledge of body parts, e.g. “Heads and Shoulders”, “Simon Says”, etc. Read the body parts together as a class first to help students recognise the words. Children at this age should be taught that

T e ach e rs ' N o t e s

Being Healthy, Safe And Active

Growing Bodies 1

165.5 centimetres. • Each generation is getting taller. As an extension activity, students could draw themselves to scale and display.

Growing Bodies 2 Discuss how the girl's body shape changes as she grows older. Students could compare themselves to older or younger siblings or friends to understand the concepts of growth and change.

Behaving Safely The aim of this activity is to teach children safe behaviours and prevent them and others from injuries. Discussions will vary, below are some points that might be covered: 1. A hair dryer should not come into contact with water, as it can electrocute the user. This can happen with any piece of electrical equipment. 2. Always walk with scissors closed and hands wrapped around the sharp end of scissors (demonstrate this in class or ask a student to do this). If a student falls when not carrying scissors correctly, or if a student runs into a student not carrying scissors correctly an injury will occur. 3. Ensure that hot items are placed out of reach from children to avoid burns to the body. Loose clothing is particularly susceptible to being caught and trapped in fires. Some items of clothing are more flammable than others. 4. Always place the tops back on items that, if swallowed by younger children, are potentially harmful. 5. You can electrocute yourself by placing a metal utensil inside a toaster while it is switched on. 6. If you leave the iron faced down on

their bodies belong to them and that they should tell a trusted adult straight away if a person touches private parts of their bodies. Some useful books and videos to reinforce what they should do if anybody abuses their bodies are: • My Body Belongs To Me (an animated short video) www.youtube.com/ watch?v=a-5mdt9YN6I • My Body Belongs To Me (a book about body safety) by Jill Starishersky • I Said No! (a kid-to-kid guide to keeping your private parts private) by Kimberly King • The Right Touch (a read aloud story to help prevent child sex abuse) by Sandy Kleven

Section 1

Line the students up from shortest to tallest. Record each student’s height. Ask students to find out their heights at birth. Line the students up again in order of shortest to tallest (longest) at birth. Is there a vast change? Tell the students that we all grow at different rates and that we all stop growing at different ages, so the tallest student in the class this year, may not be the tallest next year. Here are some growth facts to share with the class: • You grow the most from 0-1. • After the age of 2, most children grow 5-6 centimetres a year. • Girls generally stop growing between the ages of 13 to 15. • Boys generally stop growing between the ages of 14-17. • Research shows that we grow the most in spring. • The average height in each country varies. The average height for a male in the US is 175.5 centimetres and the average height for a male in Japan is

T e ach e rs ' N o t e s

Section 1

Being Healthy, Safe And Active •

It provides safe places for children to go to if they feel threatened. • Safety Houses might be a house, shop or business and are identified by a nationally recognised logo – a yellow smiling house. • Police are advised whenever a Safety House has been used and police checks are conducted on all Safety House applicants. As an extension activity to this exercise, set up role-plays so that the children can practise telling somebody who they trust that they feel unsafe.

Feeling Safe 1

People Who I Trust

the ironing board you could start a fire. Always unplug the iron when it is not in use. 7. Do not leave hot items close to the edges of a work surface which young children might be able to reach. 8. Never place your hands inside a moving blender or food processor as you can get your fingers caught in the blade. As an extension activity children might want to draw their own example of a dangerous behaviour on the back of the sheet, or share a story about behaving safely.

It is important that children can identify people who they trust other than their parents. Brainstorm other people on the board who are responsible adults and who can help them if they get into trouble, (teachers, nurses, doctors, lollypop men/ women, firemen/women, etc.). Say why the children trust them. This is a good opportunity to discuss unsafe situations when the children might need to seek help.

This activity should help students understand that everybody feels unsafe safety House at some point in their life, and that we should openly talk about, and identify, what makes us feel unsafe. Sharing with another person what makes us feel unsafe is a protective behaviour that can make us feel safe again. Students are encouraged to identify a safe place. This is another protective behaviour. Brainstorm places that the students class as "safe" on the board (cubby, bedroom, or an imaginary place). Discuss why the students think that these places are safe (no strangers, around people who they trust, familiar, etc.).

Feeling Safe 2 This activity is designed to teach students that we all have the right to feel safe all of the time and that we must tell somebody if we feel unsafe. Before completing this activity you might like to give students some background information about the Safety House Program: • The Safety House Program is nationally organised and is based in local communities.

People Who I Do Not Trust “Stranger Danger” is an ongoing issue and it is important that children are aware of the risks of talking to strangers. It is also important that children are equipped with strategies to deal with strangers should one approach them. Brainstorm situations when strangers might see the opportunity to approach children (if they are on their own, if they are in isolated places away from adults, etc.). Discuss how to avoid strangers approaching them (stay in groups, stay near adults, etc.). Discuss how best to deal with strangers (say “No” firmly, do not engage in conversation, seek an adult's help, go to a safe place, etc.). You might be able to arrange for Constable Care to visit the school to talk about “Stranger Danger” 4www.constablecare.org.au

What Am I Good At?

Activity

Some people are good at sport, some people are good at dancing, some people are good at writing, some people are good at making people laugh. We are all good at different things. ď ą Colour what you are good at. Add two of your own. making people laugh

martial arts

writing dancing

reading

making new friends

joining in

footy

eating healthily singing

gymnastics

saving money drawing

sharing helping mum and dad 10

tennis helping with the cooking

Curriculum Link: Identifying personal strengths (ACPPS001) Elaboration: Identifying things they are good at.

playing an instrument

Talent Tree

Activity

You might be good at martial arts, but your friend might be good at singing. We are all good at different things. 1. Draw or write something that you are good at in the leaf. 2. Cut out the leaf.

3. Write your name on the other side of the leaf.

Curriculum Link: Identifying personal strengths (ACPPS001) Elaboration: Identifying things they are good at.

Activity

Learning New Skills

We are all good at different things. To become good at something, try doing it for a short time every day.

 Tick the activities that you are good at.  Colour the activity that you would like to be good at.

 What do you think you need to do to become good at the activity that you have just coloured in?

________________________________________________________

 On the back of this sheet write how you think you will feel when you become good at this activity. 12

Curriculum Link: Identifying personal strengths (ACPPS001) Elaboration: Describing how they feel when they are learning a new skill and what strategies they can use to persist until they are successful.

Activity

Using Our Strengths To Help Others

Lifesavers use their swimming skills to save others from drowning.

Authors use their writing skills to write books for others to enjoy.

ď ą Draw and/or write two ways that your strengths can be used to help yourself or someone else.

Curriculum Link: Identifying personal strengths (ACPPS001) Elaboration: Identifying ways they can use their strengths to help themselves and others.

My Body 1

Activity

TT Cut out the words at the bottom of the page and glue them on to the correct body parts.

head

arm

chest

foot

hand

leg

neck

private part

Curriculum Link: Name parts of the body and describe how their body is growing and changing (ACPPS002) Elaboration: Identifying and labelling private parts of the body and understanding the contexts when body parts should be kept private.

My Body 2

Activity

TT Cut out the words at the bottom of the page and glue them on to the correct body parts.

jaw

ear

shoulder

toes

wrist

thigh

fingers

private part

Growing Bodies 1

Activity

As we get older, we grow taller and our bodies change. We all grow at different rates. However, at the age of 20, nearly all of us have stopped growing and have reached our final height. Signs that you are having a growth spurt might include feeling more tired, and feeling hungry all the time. TT Complete the sentences. My name is ________________________. I am ______________________ years old.

I am _______________________ centimetres tall.

 Somebody who is taller than me in the class is:

 Somebody who is shorter than me in the class is:

 At birth I was

centimetres tall.

 Somebody at birth who was shorter than me is:

 Somebody at birth who was longer than me is:

TT Draw yourself and two of your classmates on the back of this page. Your picture should indicate the differences in your heights. 16

Curriculum Link: Name parts of the body and describe how their body is growing and changing (ACPPS002) Elaboration: Recording and mapping growth on individual and group growth charts or constructing a class height line.

Activity

Growing Bodies 2

As we get older, we grow taller and our bodies change.

TT Cut out the figures and arrange them in your workbooks from youngest to oldest.

Behaving Safely

Activity

Sometimes our actions can put us in danger. Make sure that your actions keep you safe. TT Talk about the unsafe actions in each picture. What should each person do to stay safe? Write your answers on the back of this sheet.

Curriculum Link: Identify people and demonstrate protective behaviours that help keep themselves safe and healthy (ACPPS003) Elaboration: Identifying protective behaviours that can help keep them safe.

Feeling Safe 1

Activity

Think about what makes you feel safe and unsafe. TT Colour and tick the boxes to show the things that make you feel unsafe.

Being left with a new babysitter.

When I am alone in my bedroom at night.

If a stranger talks to me. TT Add one of your own.

If I have to walk past a house which has a big dog. TT Draw a special place where you can go, to feel safe.

Feeling Safe 2

Activity

If you ever feel unsafe, there are things that you can do to feel safe again. TT Show what you could do when you feel unsafe by using the listed words to complete the descriptions.

teacher

Safety

parents

police officer

Say __ __ firmly.

Talk to a __ __ __ __ __ __ __.

friend

Tell a __ __ __ __ __ __ __ __ __ __ __ __ __.

Go to a __ __ __ __ __ __ House.

Tell a __ __ __ __ __ __. 20

Tell your __ __ __ __ __ __ __.

Curriculum Link: Identify people and demonstrate protective behaviours that help keep themselves safe and healthy (ACPPS003) Elaborations: Identifying protective behaviours that can help keep them safe. Identifying different relationships that they have with people and which of these relationships make them feel loved, safe and supported.

Activity

People Who I Trust

There are people in the community who can help you to stay safe. If you ever feel unsafe, you must ask these people for help. TT Write down the name of each trusted person pictured below. Colour and say the words inside the speech bubbles which ask these people for help. Practise asking people for help as a class.

“Excuse me, my name is Tom. I am five years old and I have lost my parents on this beach. I am very worried and upset.”

“Excuse me, I need your help. A stranger offered me some lollies and I am feeling unsafe.”

TT On the back of this sheet, draw a picture of the people who take care of you at home and make you feel safe. Curriculum Link: Identify people and demonstrate protective behaviours that help keep themselves safe and healthy (ACPPS003) Elaboration: Naming trusted people in the community who can help them stay safe and healthy, and practising ways of asking for help in a range of different scenarios.

Activity

People Who I Do Not Trust

Never trust a stranger. A stranger is a person who you do not know. There are things that you can do to avoid strangers approaching you, and things that you can do to encourage strangers to leave you alone.

TT Colour the children who are more likely to be approached by a stranger. Write why you think this.

2 TT On the back of this sheet, describe a stranger. 22

Section 2:

Communicating And Interacting For Health And Wellbeing

T e ach e rs ' N o t e s

Section 2

Communicating And Interacting For Health And Wellbeing

Feeling Left Out

Being A Good Group Member 1 and 2

Before students begin the activity sheet, brainstorm situations when a child could be excluded, and identify how this might make the child feel. This activity is to help children help themselves if they feel left out. It should teach them strategies to become part of a group again, such as: asking people if they can join in, finding another person who is alone, introducing themselves to others, setting up a game that other children can play with them, telling an adult that they feel left out so they can help them to become part of a group.

These activity pages teach children about the skills needed to work effectively in a group and about being sensitive to other group members' feelings.

These activity sheets are designed to encourage children to practise inclusive behaviour, and understand that including others is the right and fair thing to do. Set up role-plays so that students can practise ways to ask other students to play with them. As an extension activity brainstorm words on the board which describe how people feel when they are included.

It is important that students recognise their feelings and understand what triggers them. It is also important that students know how to communicate to others what they are feeling. Children who are able to deal with any negative feelings that they have in an appropriate manner will be happier. Answers: The boy in the first picture is feeling sad because his dog is injured. The boy in the second picture is angry because he has dropped his ice-cream. (This is a good opportunity to discuss how the boy could manage his anger and stop himself from feeling angry for a long time. E.g. taking a deep breath, counting to ten, focusing on something else to take his mind off the ice-cream, thinking of something worse that could have happened, trying to see the funny side, talking about what has happened to somebody else, trying to fix the problem - cleaning up the ice-cream and asking for another one.) The boy is feeling scared because he is afraid of the dog. The little girl is happy because it is her birthday. Students might like to share stories about when they have felt these four emotions, then draw their own examples on the back of the sheet. A useful website which explores dealing with feelings is: 4www. kidshealth.org

Including Everybody 1 and 2

Feelings 1

Including Everyone In Physical Activities

Talk about how children can modify games to accommodate another person or a few people. Answers: 1) The child with the soccer ball could set up a mini game of soccer with goal posts or kick it back and forth with a friend(s). 2) The child holding the skipping rope could include another child by skipping together facing one another, or taking turns to skip over the rope and counting how many times each child can skip continuously. 3) The child with the tennis racquet could get one person to throw the ball to her so she can hit it. 4) Students might draw a picture of children playing: tag, hopscotch, hide and seek, marbles, etc.

Feelings 2 Talk about why the student may be feeling tired (didnâ&#x20AC;&#x2122;t get enough sleep, unhealthy diet, feeling unwell, etc.), why the student is feeling happy (Skyping a friend that she may have not seen for sometime), why the

T e ach e rs ' N o t e s

student is feeling confused (not able to complete a set task or problem given at school), why the student is feeling excited (it looks like it is her birthday and she has received a gift). Share studentsâ&#x20AC;&#x2122; stories about when they have felt confused. Discuss what they should do if they ever feel confused (ask a teacher/adult/friend, check the information/instructions again, etc.). Students might represent their example by drawing a picture on the back of the sheet.

Feeling Angry

Making masks out of paper bags or paper plates which show two opposite emotions on either side.

Feeling Sad And Feeling Scared Answers: a.) The little girl is feeling scared because she is watching a television program that is scaring her. b.) Her body language tells us she is scared - her knees are drawn in to her body and she is pulling the blanket towards her face. c.) She could switch the television off or change the channel; she could talk about what she has just seen on the T.V. with an adult; she could do another activity to take her mind off the program. a.) The little girl is feeling sad because she feels sorry for the bird which has died. b.) Her body language tells us she is feeling sad - she is frowning and picking up the bird with both hands, she is looking directly at the bird. c.) Tell somebody, bury the bird, involve herself in an activity which takes her mind off the bird.

Possible things that trigger anger at home: being teased or annoyed by a sibling, having to do chores, not winning a game, not being able to find something, getting into trouble, etc. Possible things that trigger anger at school: not being able to understand work, being teased by peers, losing a personal item, not being chosen on a team, being left out on the playground. Anger is a common feeling felt by younger children and it is important that they learn to express and manage their anger in socially acceptable ways. Not getting enough sleep coupled with a poor diet can cause children to be angry at things that other days they would not normally be bothered by. It is important that children are aware of this. Discuss appropriate and inappropriate ways to deal with anger by reading through the list together on the activity sheet. Students may be able to add to the list and share their strategies for reducing their feelings of anger.

â&#x20AC;˘

Section 2

Communicating And Interacting For Health And Wellbeing

Listening And Responding This activity page helps students to understand the importance of listening skills in the playground as well as the classroom. As an extension activity you could set up games in the outdoor area, such as tunnel ball or a relay race, to demonstrate the importance of listening and responding to one another.

Feeling Happy Extension activities might include: â&#x20AC;˘ Reading Mr. Men books and discussing what the characters are feeling.

Feeling Left Out

Activity

Being left out makes us feel sad. There are things that we can do if we feel left out. 1. Colour the girl who has been left out in red. 2. Write how you think she is feeling. ______________________ 3. Tick what you think the girl should do: TT sulk; TT find some other friends to play with; TT tell the girls how she feels and ask if she can join in; TT set up a game and ask some other children to play; TT tell an adult.

TT Look at the picture.

TT This is a picture of Sam. He is sitting on his own at lunchtime at school. He is sad because he feels lonely. Tick what Sam should do: TT introduce himself to a group of children and sit with them; TTfind somebody else who is sitting alone and join him/her; TTmake eye contact with another child and smile; TThope that someone comes to talk to him. 26

Curriculum Link: Practise personal and social skills to interact with and include others (ACPPS004) Elaboration: Accessing stories about characters who have been excluded from a group and discussing how the character could deal with the situation.

Including Everybody 1

Activity

Letting somebody join in with your game is the right and fair thing to do.

TT Look at the picture.

1. Colour red the person who you think is asking to join in. 2. Colour yellow the person who is happy to include this person.

3. Colour blue the person who is not happy to let this person join in. 4. Write what you think each person is saying in the speech bubbles. 5. Who do you think is in the wrong? _________________________ TT Read this little rhyme about including people. Then create your own rhyme on the back of this sheet and read it to the class. Being left out makes people sad, being left out is really bad. If I see children on their own, I tell them that they must not moan. I ask them to come and play with me then they are as happy as me. Curriculum Link: Practise personal and social skills to interact with and include others (ACPPS004) Elaboration: Discussing how it feels to be included in activities.

Including Everybody 2

Activity

Letting others join in with your game is the right and fair thing to do. 1. Write about a time when you included somebody. _ _______________________________________________________ _ _______________________________________________________ 2. Colour the words that describe how you feel when you are included. Add one of your own.

wanted

excited

happy

liked

3. Colour the words that describe a person who includes people. Add one of your own.

nice

kind caring

friendly

4. Colour the words that describe a person who excludes people. Add one of your own.

nasty mean selfish

unfriendly

inconsiderate Curriculum Link: Practise personal and social skills to interact with and include others (ACPPS004) Elaboration: Discussing how it feels to be included in activities.

Activity

Including Everyone In Physical Activities

It is fun to play games with other students rather than by yourself. Here are some exercises with one ball that include two people: a. pass or bounce the ball to each other; b. take turns shooting the ball into a net; c. take turns trying to dribble the ball past each other. Write down another: __________________________________________

TT Look at the pictures. Get into pairs and say how each child could include other students. Draw a picture which shows a game that needs lots of students to participate.

Curriculum Link: Practise personal and social skills to interact with and include others (ACPPS004) Elaboration: Discussing how it feels to be included in activities.

Activity

Being A Good Group Member 1

Being a good group member means that you listen to what others have got to say, and wait your turn to speak.

This house will look good in blue.

Tick what shows you this: TTnot answering or responding to one another's questions or intentions; TTspeaking at the same time; TTnot looking at one another; TTbeing distracted; TTlooking around the room.

Did anyone see Transformers on T.V. last night?

Is this group showing good listening skills? Circle: Yes / No

This house will look good in blue.

Is this group showing good listening skills? Circle: Yes / No Tick what shows you this: TTnot all talking at the same time; TTthey are looking at the people who they are speaking to; TTthey are answering and responding to one another's questions and intentions; TTthey are not being distracted by things other than their work.

Curriculum Link: Practise personal and social skills to interact with and include others (ACPPS004) Elaboration: Practising personal skills such as expressing needs, wants and feelings, active listening and showing self-discipline to be an effective group member.

Activity

Being A Good Group Member 2

When a member of your group does well, you should congratulate him/her.

TT Write what you should say to the group members in the speech bubbles.

A girl in your Maths group has just had a great idea.

A girl in your singing group has been chosen to sing a solo piece.

A boy in your House group has won his running race.

A boy in your Scouts group has earned a special badge.

Feelings 1

Activity

Everyone has feelings. Some things might make us feel angry, happy, scared or sad.

TT Cut and paste the faces at the bottom of the page to show the emotions of each pictured child. Talk about what is making each child feel this way with a friend.

Curriculum Link: Identify and describe emotional responses people may experience in different situations (ACPPS005) Elaboration: Identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused.

Feelings 2

Activity

Everyone has feelings. Some things might make us feel excited, confused or tired.

confused

happy

TT Cut out the triangles and shuffle to match the words to the emotions. Say what might be making each child feel this way.

excited

tired

Question TT When have you felt confused? ______________________________________________________ ______________________________________________________ Curriculum Link: Identify and describe emotional responses people may experience in different situations (ACPPS005) Elaborations: Identifying and describing the emotions of people who are happy, sad, excited, tired, angry, scared or confused. Recalling and sharing emotional responses to different situations and representing this in a variety of ways.

Feeling Angry

Activity

Everyone has feelings. Some things might make us feel angry. We can do things to stop us feeling angry. TT One thing that makes me angry at home is: ______________________________________________________ ______________________________________________________ TT One thing that makes me angry at school is:

______________________________________________________

cry

TT When I am angry I should: (use a highlighter)

go to my special place play with a special toy

throw something

get a drink

go for a run

get something to eat

go for a walk

play with Playdoh

breathe deeply

play in the sand pit

slam a door

spend time with a pet

tell someone

blame someone

scream at someone

go to my room ride my bike shout bounce on a trampoline 34

Curriculum Link: Identify and describe emotional responses people may experience in different situations (ACPPS005) Elaborations: Recalling and sharing emotional responses to different situations and representing this in a variety of ways. Learning and using appropriate language and actions to communicate their feelings in different situations.

Feeling Happy

Activity

Everyone has feelings. Some things might make us feel happy. We show that we are happy through actions and words. TT Complete the sentence and draw a picture to match. One thing that makes me happy is: _______________________________ _______________________________

_______________________________

smile

laugh

clap

stamp feet

jump

frown

TT Circle what you might do to show that you are happy.

skip

cry

whistle

slam doors

cheer

hum

TT Say why you think this little girl is happy. ______________________________ ______________________________ ______________________________ ______________________________ Curriculum Link: Identify and describe emotional responses people may experience in different situations (ACPPS005) Elaborations: Recalling and sharing emotional responses to different situations and representing this in a variety of ways. Learning and using appropriate language and actions to communicate their feelings in different situations.

Activity

Feeling Sad And Feeling Scared

Everyone has feelings. Some things might make us feel sad or scared. TT A sad thing that happened to me was: ______________________________________________________ ______________________________________________________ ______________________________________________________ TT A few things that frighten me are:

______________________________________________________ ______________________________________________________

______________________________________________________

TT Discuss with a friend.

a. Why is this little girl feeling scared?

b. What tells you she is feeling scared? c. What could she do to stop feeling scared?

TT Discuss with a friend. a. Why is this little girl feeling sad? b. What tells you she is feeling sad? c. What could she do to make herself feel better? 36

Activity

Listening And Responding

When playing a game in the playground, it is important to listen to each other to make the game a success. Look at the picture and fill in the gaps. TT The children are playing _______ and _________. TT The children have to listen to ____________________________ because _____________________________________________.

TT If the children don't listen _______________________________.

TT Think of another game that you play in the playground with a group of friends. Draw you and your friends playing this game.

TT Explain who has to listen and why. _____________________________________________________ _____________________________________________________ Curriculum Link: Practise personal and social skills to interact with and include others (ACPPS004) Elaboration: Listening and responding to others when participating in physical activities to achieve agreed outcomes.

Section 3:

Contributing To Healthy And Active Communities

T e ach e rs ' N o t e s

Contributing To Healthy And Active Communities

Section 3

Eating Healthy Foods

Before beginning the activity, ask students if they have ever had to take any medicines. You could list the names of some medicines on the board. Talk about the dangers of taking medicine when you do not need it and taking too much medicine (it can make you very sick). Ask the children about the alternatives to taking medicine (rest, drinking water, a lemon drink, etc.). Students should order the pictures: 2,4,3,1

Discuss the benefits of healthy eating with students, e.g. typical/standard growth, energy for daily activities, protection from illness, etc. Investigate the contents of students' lunch-boxes, sorting foods into "healthy" and "unhealthy" categories or "sometimes" and "always" foods. Access a copy of the school canteen menu and do the same. If you use a traffic light system at your school canteen (red, amber, green) to group foods, discuss this also. Children should be made aware that dietary guidelines for children suggest plenty of foods from the bread and cereal, and fruit and vegetable groups; moderate amounts of dairy, meat and protein; and minimal amounts of sugars, fats and oils. The Australian guide to Healthy Eating can be found at: http:// www.eatforhealth.gov.au/guidelines/ australian-guide-healthy-eating. This guide is a useful tool to help students process this information. You might also like to emphasise that a regular intake of water, rather than juices is recommended. Children should colour green: the apple, yoghurt, cheese, bowl of fruit, salad sandwich, peas and cereal. Children should colour red: the ice-cream, the cupcake, the lollies, the hot chips and the chocolate bar. As an extension to this activity, students can cut out the coloured foods and sort them into food groups using the headings: breads and cereals; fruits and vegetables; dairy, meat and proteins; sugars, fats and oils. Some useful websites connected to the topic of healthy eating are: 4www.nutritionaustralia.org (provides ideas for increasing nutrition school-wide) 4www.goforyourlife.vic.gov.au (website promoting healthy eating and increased physical activity)

Medicines 2

This activity sheet teaches the students about the importance of taking and storing medicines correctly. The picture clues tell us to: always read all the instructions on medicine bottles before taking medicines; measure the right amount of medicine for your age/weight; if it is advised â&#x20AC;&#x201C; take medicine with food. Students should note that the cabinet in this bathroom does not appear to be a good place to store medicines because it is low down and can be easily accessed by young children. However, if the cabinet is fitted with child locks, then it becomes a suitable storage place. Students might also note that a cabinet placed above the vanity might be a better place to store the medicines. As an extension activity, ask the children to share where medicines in their homes are kept.

Medicines 1

Household Substances Students should colour all of the products apart from the chocolate cookies, the fruit juice, the dog food and the cake mix. Students should identify the following words: caution, keep out of reach of children, warning, killer, bleach, poison. Places to store household substances: up high, in locked cabinets, and/or in rooms where children are not likely to spend time, i.e. the laundry.

T e ach e rs ' N o t e s

Contributing To Healthy And Active Communities

Safety Symbols Safety symbols: 1) Swim between the flags. 2) No swimming - crocodile infested waters. 3) Do not drink this water - it is not potable. 4) Pedestrians crossing. 5) Flammable. 6) Dangerous. Other safety symbols which students might draw are: not suitable for 0-3 year olds, no pedestrians, no push-bikes, slippery floor, loose rocks, do not touch, no eating or drinking, chance of electrocution, kangaroos crossing, no entry, no prams, wet paint, etc.

Keeping Safe On Our Roads

Hygiene – Looking After Your Teeth This is a good opportunity to talk about general teeth care – how to brush your teeth (using small circles - not too much pressure), what type of toothbrush to use, whether they have lost any teeth, when they can expect to lose teeth, what it feels like, what the difference between baby and adult teeth is, how often they brush their teeth, etc. Students can share stories about dental visits.

Healthy Habits 1

Invite the school nurse in for a visit to discuss personal hygiene with the students. Students should be made aware that most germs are passed through the air in tiny particles and inhaled, or through touching and eating things that have been touched or tasted by someone with an illness. Students should colour green the child washing his/her hands and the girl blowing her nose into the tissue. Students should colour red the boy coughing on another and the child chewing the end of his pencil. A useful website which has sections on personal hygiene is 4www.kidshealth.org

Students should colour all five people pictured. The lady is crossing the road at the pedestrian crossing; the man on his push-bike is wearing his helmet (although may not have stopped for the pedestrian); the motorcyclist is wearing his helmet and has stopped at the pedestrian crossing; the driver has stopped for the pedestrian; the cyclist and vehicles are on the correct side of the road; the workman has coned off the area in which he is working to warn vehicles of the obstruction. The safety symbol tells pedestrians to cross only at the pedestrian crossing. As an extension activity you could discuss speed limits on our roads and the importance of drivers obeying these limits.

obstructing the kick-boarder; the man in the free-play area who seems to be about to dunk the lady.

Section 3

Keeping Safe Around Water The following people are adhering to procedures and should be coloured green: the lifeguard by being at the pool's side and watching the swimmers; the mother who is supervising her children; the swimmers doing laps are in the correct lanes; the teacher and the students using the kickboards are in the correct area and seem to be following instructions. Students should colour red: the two girls in the swimming lesson area who are

Healthy Habits 2 You could ask students to record their sleeping habits for a week and graph the results. Students might want to share their set bedtimes during the week and the weekend with their classmates.

Wellbeing – Being Kind 1) The boy who is shouting at the little boy who is crying is being unkind. He looks like he is saying nasty things to him

T e ach e rs ' N o t e s

Section 3

Contributing To Healthy And Active Communities students can share their own stories about occasions when children have shared things with them, etc.

Being Active Outdoors 1 and 2 For the first activity sheet, students should colour: the children on the swings, the children climbing, balancing and swinging on the tree, and the skateboarder. Students should note that it would be difficult to engage in these activities indoors because of the equipment needed - therefore they might draw the conclusion that the outdoors encourages children to be more active than indoor environments. For the second activity sheet, students should trace over the words: jumping, skipping, swinging, climbing, running, throwing, sliding.

or pressuring him to do something that he doesn't want to do. 2) The child who is placing his arm around the crying child is being kind because he is trying to modify the bully’s behaviour and comfort the child being bullied. 5) Students may note that being a passive bystander in this situation is not useful and that if you are too scared to confront a bully, always do something, such as tell a teacher. If students are ever bullied they may want to think about applying some of the following behaviours: • Say, "No", "Stop" or "Leave me alone" calmly or firmly. • Don't react by crying or screaming. • Looking the bully in the eye when speaking to him/her. • Keeping their distance from the bully when addressing him/her. • Standing confidently before the bully. • Using assertive body language, such as raising their hands. A useful website is4www.bullyingnoway.gov. au. It contains models to use in the classroom to reduce bullying.

Staying Safe While Playing Outdoors

The children should identify the following as items which will help to keep them safe outside: the sun hat to protect them from the sun, sunstroke and cancer; shoes to protect their feet as they could step on sharp objects or their toes might get trapped in Wellbeing – Being Fair And Respectful play equipment or trodden on; sunglasses to protect their eyes from sand, dust and eye cancer; sunscreen to protect their skin This activity helps children to consider other from burning and from skin cancer; water people’s feelings and be less self-centred. Students should identify sharing as a solution so they do not get dehydrated and fatigued. A useful website for becoming a sunsmart to the first two problems. For example, school is 4www.cancer.org.au/sunsmart students can share the computer by taking (click on Sunsmart Schools in the menu) You turns to use it. Maybe they could time each may like to tell children that: the sun is the other so that they both spend an equal primary cause of skin cancer in Australia, amount of time on it. Students could cut the cake equally into two halves so that they both resulting in overexposure to ultraviolet rays get the same amount of cake. The boy running which interrupt our skin cells' natural growth patterns. Over a quarter of a million new cases on the school grounds is not thinking about of skin cancer are diagnosed each year. other people's safety as he is about to injure himself and someone else. The boy littering is disrespecting an environment which we all have to share. As an extension activity,

Medicines 1

Activity

Medicines can be dangerous if they are not taken correctly or when needed. You should only take medicine if a doctor or adult who you trust, tells you that you need it to make you feel better. Sometimes you donâ&#x20AC;&#x2122;t need medicine because sleep and/or water are enough to make you feel better.

TT Use the numbers 1, 2, 3 and 4 to show the correct order of things to do before you take medicine.

Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Identifying household substances that can be dangerous and suggesting examples of how they can be stored safely in the home.

Medicines 2

Activity

If you need medicine, you must make sure that you read the label on the bottle and not take too much. Taking too much medicine or taking medicine when you donâ&#x20AC;&#x2122;t need it can make you very, very sick.

______________

TT Use the picture clues to say what you should do before taking medicine.

______________

TT It is important that young children who do not understand the dangers of taking medicines cannot reach them. Look at the picture of the bathroom below. Could medicines be stored safely in this bathroom? Give a reason for your answer. _________________________ _________________________ _________________________ _________________________ _________________________ Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Identifying household substances that can be dangerous and suggesting examples of how they can be stored safely in the home.

Activity

Household Substances

Some substances that you find around the home are poisonous. These are usually cleaning products, or products that you use in the garden to kill insects or weeds. If you get these products on your skin, you could burn yourself. If you swallow any of these products you could find yourself in serious danger.

Caution

WEED KILLER

ie ev

Keep out of reach of children.

TT Colour the products that are found around the home and are dangerous.

Warning

SNAIL PELLETS

TT Copy the words from the poisons which tell you they are dangerous. ________________________________________________________ ________________________________________________________ TT Where should you store dangerous household substances? ________________________________________________________ ________________________________________________________ 44

Activity

Eating Healthy Foods

If we eat healthy foods, we will have healthy teeth and healthy bodies. Healthy foods give us more energy to learn and play. Some foods should only be eaten occasionally. These are foods which are high in sugars and fats.

TT Colour green the foods that we should “always” eat. Colour red the foods that we should eat “sometimes”.

TT On the back of this sheet draw your own “always” and “sometimes” foods. Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Grouping foods into categories such as food groups and "always" and "sometimes" foods.

Activity

Safety Symbols

Symbols are used on signs to warn us about dangers and keep us safe. TT Identify what each safety sign is telling us to do or warning us about.

________________________

TT Draw two more safety symbols on the back of this sheet. 46

Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Recognising and following safety symbols and procedures at home and in water and road environments.

Activity

Keeping Safe On Our Roads

Roads are dangerous places. We must follow procedures to stay safe on our roads.

TT Colour the people who are following procedures to stay safe on the road. Say what procedures they are following.

TT Colour the safety symbol. Say what it means. TT Draw in your own safety symbol commonly found on roads. Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Recognising and following safety symbols and procedures at home and in water and road environments.

Keeping Safe Around Water

Activity

Swimming pools can be dangerous places. We must follow procedures to stay safe around water. TT Colour the people green who are following procedures around water. Say what procedures they are following.

TT Colour the people red who are not following procedures. Say what they are doing.

TT Cut out the safety signs and paste them onto the picture. TT Add your own sign.

Swimming Lessons

Laps Only

All children must be supervised

Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Recognising and following safety symbols and procedures at home and in water and road environments.

No Dunking

Activity

Hygiene - Looking After Your Teeth

It is very important to look after your teeth, so that they stay white and you continue to have a lovely smile. If you donâ&#x20AC;&#x2122;t look after your teeth they can decay and you might get toothache.

toothbrush

TT Draw and colour the things listed below inside the healthy teeth. These things all help to keep your teeth clean and healthy.

apple

toothpaste

TT Draw and colour the items listed below inside the teeth. Colour parts of these teeth yellow to show that these things are not good for your teeth and can cause decay.

juice

cake

lollies

TT Say if the tooth fairy has already visited you and share if you have any wobbly teeth. On the back of this sheet, draw and colour the coin that she left you, or that you hope she leaves you when she eventually visits. Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Understanding the importance of personal hygiene practices, including hand-washing, face-washing, nose blowing and toilet routines.

Activity

Healthy Habits 1

It is important to develop healthy habits so that we do not get sick and spread germs. When we are sick, we are sad because we cannot learn and play. TT Colour green the children who are stopping themselves and others from getting sick. Say how. TT Colour red the children who are spreading germs. Say how.

Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Understanding the importance of personal hygiene practices, including hand-washing, face-washing, nose blowing and toilet routines.

Healthy Habits 2

Activity

It is important to get lots of sleep so that you can concentrate on learning and playing. You should try to get between 10 and 12 hours sleep a night. TT Complete the sentences.

This morning I woke up at

___________.

Draw this on the clock:

Last night I went to bed at

In total, last night I had____ hours sleep.

If I donâ&#x20AC;&#x2122;t get enough sleep I canâ&#x20AC;&#x2122;t _________________________. If I get lots of sleep, I can ________________________________. Tonight I am going to go to bed at ___________. Draw this on the clock:

Activity

Wellbeing â&#x20AC;&#x201C; Being Kind

It is important to be kind to others and that they are kind to you. Being kind to one another makes everybody happy. If we are unkind to one another we can feel upset and scared.

TT Look at the picture. 1. Who is being unkind? What is he doing? ________________________________________________________ ________________________________________________________ 2. Who is being kind? What is he doing? ________________________________________________________ ________________________________________________________ 3. Write something in the blank speech bubble that you would say to show kindness and to try to stop the bully. 4. Colour the person in this picture who is a passive bystander (not getting involved). 5. Do you think being a passive bystander is useful in this situation? Explain your answer. __________________________________________________________ __________________________________________________________

TT On the back of this sheet draw or write about a time when somebody has been kind or unkind to you. 52

Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Recognising that being kind, fair and respectful to others can support class health and wellbeing.

Activity

Wellbeing â&#x20AC;&#x201C; Being Fair And Respectful

It is important to treat people fairly. Sharing is an example of being fair.

If there is only one school computer, but two people want to use it. What is the fair thing to do?

If there is one slice of cake left, but two people want it, what is the fair thing to do?

Being respectful to others means thinking about other people. Colour those who are not thinking about others. Say how.

Curriculum Link: Identify actions that promote health, safety and wellbeing (ACPPS006) Elaboration: Recognising that being kind, fair and respectful to others can support class health and wellbeing.

Activity

Being Active Outdoors 1

We should be active every day. The great outdoors provides us with the perfect setting to be active. TT Colour the children who are being active and healthy. Say why. Explain what we find outdoors that help us to be active.

TT On the back of this sheet, draw something that you do outdoors to stay active. Say why you can't do this activity indoors. 54

Curriculum Link: Participate in play that promotes engagement with outdoor settings and the natural environment (ACPPS007) Elaboration: Exploring a range of ways to play and be active in outdoor or natural settings.

Being Active Outdoors 2

Activity

We should be active every day. The great outdoors provides us with the perfect setting to be active. TT How are the children being active in the picture? Trace over the correct words and say them out loud. Colour the picture.

swinging

climbing

running

skipping

throwing

sliding jumping Curriculum Link: Participate in play that promotes engagement with outdoor settings and the natural environment (ACPPS007) Elaboration: Exploring a range of ways to play and be active in outdoor or natural settings.

Activity

Staying Safe While Playing Outdoors

It is important to stay safe when playing outdoors. Nobody likes to get hurt.

TT What would you take to help keep you safe when you play outdoors? Cut out the pictures, then glue them on a separate piece of paper. Say how each one keeps you safe.

TT Add your own. 56

Curriculum Link: Participate in play that promotes engagement with outdoor settings and the natural environment (ACPPS007) Elaboration: Understanding how to be safe in the outdoors through play in natural environments.

A Healthy, Happy Me

Activity

TT Tick the boxes that apply to you. Colour in the picture.

 I don't talk to strangers.  I stay safe outside.  I like to exercise.  I have shiny white teeth.  I manage my anger.  I listen to my



I keep my hands, face and body clean. I include people.



 I eat healthy foods.

friends.



I wear shoes outside.



 I get lots of rest. 

I wear a hat in the sun.



I follow rules at school and home.

I like playing outdoors.

I have a safe place.

I don't interrupt people.

I do not leave people out.



I know who to trust.