AHPES Health For Years 1-2 by Ready-Ed Publications

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Title:

Ready-Ed Publications

Australian Health And Physical Education Series

Health For Years 1 - 2

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

ISBN: 978 186 397 952 8 2

Contents Teachers’ Notes Australian National Curriculum Links Internet Safety Getting Started

4 5 6 7

37 38 39 40 41 42 43 44 45 46 47 48 49 50

Section 1: I'm Healthy, Safe And Active Teachers’ Notes 9-10 Super Strengths 11 Achievements 12 Physical Changes 13 Social Changes 14 Fabulous Family 15 Let's Celebrate 16 Solving A Problem 17 Asking For Help 1 18 Asking For Help 2 19 Asking For Help 3 20 Asking For Help 4 21 Medicines 22 Poison Detective 23 Keep Us Safe In Our Environment 24 Staying Safe Outside 1 25 Staying Safe Outside 2 26 Staying Safe Outside 3 27 Being Active 28 Healthy Food 1 29 Healthy Food 2 30 Healthy Food 3 31 Meal Times 32

I Am An Includer! I Am A Cheerleader! Tapping Into Others' Feelings Body Language Anger And Me Me And Sadness People Can Make You Happy Other People's Feelings Emoti-Cards That Gut Feeling Healthy Ads 1 Healthy Ads 2 Healthy Ads 3 My Healthy Ad

Section 3: Creating A Healthy And Active Community Teachers’ Notes 52 Our Healthy Class 1 53 Our Healthy Class 2 54 Fruit And Water Are Good To My Teeth 55 Healthy And Safe Actions 56 Sharing Is Not Always Caring 57 Celebrate Your Health 58 Sustainable Me 59 Being Fair And Respectful 60 Movement Minute Cards 61

Section 2: Communicate And Interact To Stay Healthy And Well Teachers’ Notes 34 Appreciating Differences 35 Communicate To Show You Appreciate 36

Teachers’ Notes Being healthy is necessary if we are to have quality of life. We can often take our health for granted. Health For Years 1 - 2 has been written to support students to make wise choices to enhance their own health, safety and wellbeing. As students work their way through this book, they will become more aware of their own emotions and of the emotions of others and know how to enhance their health and that of others. These are important life skills. Health and Physical Education is an important learning area which has strong links to Science and takes a strength-based approach to help children become health literate.

Health For Years 1-2 belongs to the Australian Health And Physical Education Series which comprises ten books in total. This book is linked to the Australian curriculum. The content descriptors that each activity addresses are written at the bottom of every page. Health For Years 1-2 focuses on three areas of the curriculum in particular: • being healthy, safe and active; • communicating and interacting for health and wellbeing; and • contributing to a healthy and active community. This book is a flexible resource and you can choose to follow the sections chronologically or use the topic pages in no particular order. Teachers are masters of adaptation. Please feel free to modify the tasks and activities to suit your students - as you know them best in a school environment. Above all, have fun with the topic!

Australian National Curriculum Links Identify and practise emotional responses that account for own and others’ feelings (ACPPS020) • recognising own emotions and demonstrating positive ways to react in different situations • identifying the body’s reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses • predicting how a person or character might be feeling based on the words they use, their facial expressions and body language • understanding how a person’s reaction to a situation can affect others’ feelings Examine health messages and how they relate to health decisions and behaviours (ACPPS021) • identifying advertisements they have encountered that contain health messages • identifying popular health slogans and discussing the behaviours these slogans are encouraging • creating their own positive health message and sharing it with the class Contributing To Healthy And Active Communities Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) • creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school • exploring sustainable practices that students can implement in the classroom to improve health and wellbeing of the class • exploring how fruit and water breaks help support class health and wellbeing • recognising how their actions help keep classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis • explaining and demonstrating how being fair and respectful contributes to class health and wellbeing

Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) • describing changes in their physical appearance now compared to when they were younger • identifying and describing significant relationships in their lives and how these have evolved or changed over time • discussing ways families and cultural groups acknowledge and celebrate major stages of development • discussing tasks they are allowed to do by themselves and explaining how these have changed since they were younger

activities when completing movement tasks or practising for performance • expressing appreciation and offering encouragement using a variety of communication techniques

Being Healthy Safe And Active Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015) • describing personal achievements such as doing something on their own for the first time and sharing how they felt and how it influenced personal identities • accessing stories where characters demonstrate strengths, sharing how these strengths helped the character be successful and recognising which of these strengths they possess • participating in games and physical activities and describing how others’ strengths contribute to successful outcomes

Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) • identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends • locating and recording phone numbers of local organisations they can contact in case of emergency and rehearsing a phone call to triple zero • identifying situations that require the help of emergency services • recognising photos and locations of safe places and people who can help Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018) • identifying poison labels and medicine packaging and understanding to ask an adult before taking medicines • exploring how eating healthy foods can influence health and wellbeing • exploring benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community • describing actions to stay safe in a range of environments, including water, road, nature and outdoors Communicating And Interacting For Health And Wellbeing

Describe ways to include others to make them feel that they belong (ACPPS019) • identifying and appreciating similarities and differences in people and groups • exploring how people feel when they are included and excluded from groups and activities • demonstrating appropriate language when encouraging others • demonstrating how to include others in physical

Identify and explore natural and built environments in the local community where physical activity can take place (ACPPS023) • recognising that physical activities can take place in a range of different environments, including natural and built settings • participating in physical activities within the built structures in the school and local community where physical activity takes place Recognise similarities and differences in individuals and groups, and explore how these are celebrated and respected (ACPPS024) • examining images or descriptions of different families, communities and cultural groups to identify the features that make them similar and different • sharing the things that make them similar to and different from others in the class • exploring the importance to different cultures of storytelling through dance, music and song, including Aboriginal Dreaming/Creation stories • discussing practices of their own culture used to pass on significant information from one generation to the next

Internet Safety With increasing use of the internet in schools, take a few minutes to teach your class how to stay safe online. Following the five SMART rules is just one approach you could take: SAFE – keep safe by not giving out personal information. MEET – meeting someone you have met online can be dangerous. Talk about this with a parent first. ACCEPT – opening files, accepting messages, pictures or texts from someone who you don’t know can be a problem. They could be viruses or nasty messages. RELY – information on the internet may not be true.

TELL – tell a trusted adult if someone or something makes you feel uncomfortable online or you see someone being bullied.

For more information go to: 4www.staysmartonline.gov.au/

It is important to set up conditions in your classroom to allow students to feel safe and secure. Discuss etiquette for respecting each other and only encourage personal disclosure about ideas or sharing things, if students feel comfortable, and the conditions for good listening are applied.

Classroom activities about social and emotional learning can be tricky. It is important to consider the best way to deliver the lesson and know how to find extra support for your students if required (School Guidance Officer or Principal).

A useful website on internet safety is: 4www.mindmatters.edu.au

Getting Started Starting a new topic is exciting – harness the curiosity, prior knowledge and enthusiasm of your students with some of the ideas listed below to introduce the topic to your class. Your students' ideas might help to spark a learning journey that you did not expect! Create A Word Wall Brainstorm vocabulary associated with the topic and display these in the classroom. Incorporate these into literacy activities (sand spelling or using letter cards to make the words). KWL Chart Create a class KWL chart to map out your students' prior knowledge, what they want to learn and then later, detail what they have learnt. This is a good chance to come up with questions to explore as a class.

Class Collage Images are very powerful learning tools. Spend a session creating a class collage at the start of the unit to examine the students’ prior knowledge of the topic. This also makes a terrific display!

Curiosity Corner Hands-on items are great learning stimuli. Ask students to bring in any items that they associate with the topic and display them on a table. Items might include: food, menus from restaurants or pictures that they have found.

Library Adventure Make a library booking and give students time to explore the library collection (physical and online) and report back about what resources might be available for this topic. A Find Out More Poster Display a ‘Find Out More’ poster for the topic and write up any curly questions that students come across through the unit. Revisit them together or use them as fast-finisher investigations. Student Photographer Appoint students each week to take photographs of the class in action. Display the photographs in the classroom or use them in the school newsletter. Make A Movie Document the topic of work with your students to create a documentary. Identify students to film as learning activities continue. Start by filming students talking about their initial ideas on the topic, why it is important and what they might want to find out. Make A Healthy Living Bookmark Ask students to draw pictures or use images to show three healthy living activities that they are working towards, (e.g. eating a good breakfast, drinking water, washing hands, etc.).

Section 1:

I'm Healthy, Safe And Active

T eachers ' N otes

Section 1

I'm Healthy, Safe And Active

Background notes:

Educational games:

•

Poisons: find them in the house and store them away 4https://illinoispoisoncenter.org/ipc_media/ games/OutOfSight/

Children are rapidly developing social and emotional skills during the early years of primary school including a greater understanding about how to complete daily activities for themselves.

•

A healthy diet consists of a balance of a variety of foods. The Australian Guide To Healthy Eating suggests that the majority of our diet should consist of vegetables, breads and cereals, followed by moderate amounts of fruit, protein and dairy, and minimal amounts of sugar, fats and oils. A regular intake of water is important for hydration.

Colgate – games involving teeth 4http://www.colgate.com/app/Kids-World/US/ Games-And-Activities.cvsp

Suggested extension activities:

Answers:

Play circle games where students can share a personal talent and something that they have noticed in others.

P16 Greece = Hang an onion on their front doors; Germany = Eat marzipan pigs; Denmark = Throw dishes on their friends' doorsteps.

•

Variety of different games – healthy eating 4http://www.freshforkids.com.au/games/ games.html

Being able to describe their own strengths and those of their peers is important for identify formation.

•

Recycling game 4http://www.1300rubbish.com.au/rubbishremoval-articles/free-online-game-for-kids-therecycling-game/

Ask students to bring in baby photographs and discuss how they have changed over time. Discuss what changes are still to come.

•

Encourage students to role-play problemsituations and model how they can ask for help.

•

Bring in a variety of empty medicine and poison containers for the students to examine and discuss the danger/warning signs and information on the labels.

•

Make a class chart of healthy food choices.

Useful links: World Population counter 4www.worldometers.info/world-population/ Poisons information: Australian Government 4https://www.tga.gov.au/industry/schedulingpoisons-standard.htm#.Uz9Ru15xkhQ Australian Guide To Healthy Eating 4https://www.eatforhealth.gov.au/guidelines/ australian-guide-healthy-eating

P18 1 = a teacher or a friend; 2 = Information Centre Assistants or somebody working at the shopping centre rather than customers; 3 = another student; a sibling; a teacher; my parents; 4 = a teacher; a friend; a sibling. P19 1 = a police officer; 2 = a surf lifesaver; 3 = parents; 4 = a teacher. P20 Students should colour: the buildings with the Safety House logos on; the police station; the hospital; the school and the fire station. Students might then want to prioritise these buildings. P21 1 = ambulance; 2 = fire engine; 3 = police. Suggested response: “Ambulance please. My mum has fallen and she isn’t moving. Our address is…..what should I do to help?” P22 Students should tick the liquid Nurofen and the inhaler. 1 = Tell the adult looking after you that you are feeling unwell. 2 = Try something other than medicine (rest, water, hot water bottle). 3 = Visit the doctor or a pharmacist. 4 = Take medicine with an adult's help. P23 Students should cross: the washing

T eachers ' N otes

I'm Healthy, Safe And Active

powder; the shoe polish; the bleach and the soap. They should tick the other items. Students should highlight the words 'poison' and 'chemical' as well as the skull and crossbones symbol.

P29 The Australian Guide To Healthy Eating has replaced The Food Pyramid, and it can be found at 4www.eatforhealth.gov.au/guidelines/ australian-guide-healthy-eating There are differences between this guide and the old guide which can be discussed in class. P30 Sometimes: lollies; biscuits; cupcake; cool drink; potato chips; ice-cream. Moderate: banana; apple; milk; fish; yoghurt; cheese; fruit salad; eggs; red meat. Always: salad sandwich; water; bread; rice; vegetables.

P24 Possible responses: Lifting heavy items from a shelf without a teacher's help can cause an accident or injury; Standing on shelves could be dangerous if the shelves tip or the student falls backwards; Leaving bags and other items on the floor can result in a student tripping and injuring him/herself; throwing objects, such as rulers could hurt another student; carrying scissors by the handle can injury another student - always carry scissors by closing the scissors and wrapping your hand around the sharp end of the scissors; rocking on your chair could lead you to fall backwards; chewing lead pencils can cause lead poisoning or can be dangerous if someone knocks you; obstructing fire extinguishers is dangerous in the event of a fire; stretching electrical cords across the floor can cause an obstruction to children walking around the classroom and could electrocute someone.

maintain a healthy weight; builds strong muscles, keeps your heart and lungs healthy; gives you more energy; prevents you from becoming too tired; prevents obesity and prevents you from developing lifestyle diseases such as diabetes type II.

Section 1

P25 Students need to tick: the sausages on the BBQ, the burning candle, the flowers, the stew. Students should cross: the cigarette smoke, the car exhaust fumes, the factory smoke, and the gas cylinder.

P26 1) Students should colour: broken bottle, other sharp things in the sand, the girl with sunburn and no hat, the big waves, the washed up jellyfish. 2) Students should colour: the broken glass bottle and other debris, the broken swing, the big tree roots, the cracked slide. 3) Students should colour: the car reversing, the loose shopping trolley, the little boy standing away from his mummy and the oil leak. P27 Students should tick and colour: the girl's large brimmed hat, her sunglasses, her fulllength bathers, her sunscreen, the umbrella, the bottle of sunscreen and the clock. P28 Possible benefits of physical activity: encourages standard growth; helps you to

Super Strengths

Activity

Everyone has different talents. They are part of what makes us who we are. Talents do not have to be big and showy. Being able to speak kindly, write neatly and make a great breakfast are just as important as being able to play a sport well, sing or speak another language.

ď ą What are your superhero talents? Look at the pictures below and tick your strengths.

Super Sporty

Super Singer

Super Kind

Super Smart

Super Neat

ď ą Draw two more strengths that you have. Share them with a friend.

Extra!

On the back of this sheet, draw or paste a picture of a superhero or another character who you admire and explain his/her super strength.

Curriculum Link: Describe their own strengths and achievements and those of others, and identify how these contribute to personal identities (ACPPS015) Elaboration: Describing personal achievements such as doing something on their own for the first time and sharing how they felt and how it influenced personal identities.

Activity

Achievements

As we grow older we notch up many personal achievements! This is because we learn new things and we get better at them.

ď ą Think about something that you have recently achieved. Draw it inside the tree. Around your picture write how you felt at the time.

ď ą On the back of this sheet write about something that you want to achieve in the future - maybe at the end of this year or next year.

share 12

In groups of three, share your personal achievements with one another.

Activity

Physical Changes

 Find a picture of yourself today and a picture of yourself when you were younger. Paste them side-by-side below. Annotate the pictures to identify differences.

 What will you look like when you are 60? Tick the changes that you think will apply to you: I will have wrinkles. I will have less hair. I will have loose skin. I will be shorter.  Have a discussion to decide whether the following are true or false: 1. My body will look different when I am 60.

2. Everyone goes bald when they are old. 3. I might look different, but I will still be me. Curriculum Link: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) Elaboration: Describing changes in their physical appearance now compared to when they were younger.

Social Changes

Activity

ď ą Draw and label a task that you are allowed to do now on your own, that you were not allowed to do when you were younger.

ď ą Look at the pictures and estimate at what age you will be allowed to do each task on your own. Age

Age

Walk to school on your own.

Stay at home on your own.

Age

Take a bus by yourself. 14

Age

Go to the movies with friends.

Curriculum Link: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) Elaboration: Discussing tasks they are allowed to do by themselves and explaining how these have changed since they were younger.

Activity

Fabulous Family

The people around us help to shape who we are. Different people are important to us at different stages of our life.

ď ą Trace around your hand below. Inside your thumb and first two fingers, draw pictures and write the names of people who are important to you now. Inside your last two fingers, draw pictures and write the names of two different people who were important to you when you were in your first year of school.

Curriculum Link: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) Elaboration: Identifying and describing significant relationships in their lives and how these have evolved or changed over time.

Activity

Let’s Celebrate

It’s important to celebrate special occasions in our lives like birthdays, finishing school, getting married or having children. People celebrate occasions in different ways around the world.

 Tick the ways that you have celebrated an occasion.

b) Displaying balloons. c) Wearing special clothes.

a) Eating special food.

Germany

Denmark

Australia

Greece

 Match the countries to the ways that the people celebrate New Year's Eve. One country will be left over.

Throw dishes on their friends' doorsteps.

Hang an onion on their front doors.

Eat marzipan pigs.

 Draw or write down a special way that people celebrate New Year's Eve in the country that didn't match any of the pictures above.

Curriculum Link: Describe physical and social changes that occur as children grow older and discuss how family and community acknowledge these (ACPPS016) Elaboration: Discussing ways families and cultural groups acknowledge and celebrate major steps of development.

Activity

Solving A Problem

It is great fun to share with your friends. This way, everyone gets to play and enjoy themselves. However, sometimes it is hard to share special things that are precious and that you have been told to look after. If a friend asks you if he/she can share your precious things, it could create a problem. You should tell them kindly that some things that you have, are not for sharing.

Your friend will need to know why your rock set is so important to you. Think about what might happen if you share it. Choose your words so that you don't hurt your friend's feelings.

Maybe your friend has something at home that is special, so he/she can relate to your feelings. Remember the instructions that you have been given from your mum.

ď ą Your friend has come round to your house for a play and wants to share your special rock set that your mum has told you to take great care of. You think that your friend will not take care of it like you do. In the speech bubble write what you are going to say to your friend. Look at the pointers below to help you.

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

Curriculum Link: Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) Elaboration: Identifying and rehearsing strategies they can use when requiring assistance, such as asking an adult, reading basic signs and solving a problem with friends.

Activity

Asking For Help 1

If you are ever stuck, in danger, or find yourself in a difficult situation, you should ask an adult for help.

ď ą Write down who you would ask for help in the following situations. In the speech bubbles write down what you would say.

You are lost in a shopping centre. I would ask _______________

You are stuck on a Maths problem. I would ask _______________

You are being bullied at school. I would ask _______________ 18

You have lost your lunch money. I would ask _______________

Activity

Asking For Help 2

If you ever feel unsafe, there are people who you can ask for help. Asking for help when you need it is very important. Never feel shy about asking for help.

 Look at the people pictured below. Write who they are and discuss with a friend when you might ask these people for help.

 Who was the last trusted adult that you asked for help?_ __________  When did you ask him/her for help?_ __________________________  Why did you ask him/her for help?____________________________

_________________________________________________________ Curriculum Link: Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) Elaboration: Recognising photos and locations of safe places and people who can help.

Asking For Help 3

Activity

If you ever feel unsafe, there are places where you can go to ask for help. Seeking help when you need it is very important. Never feel shy about going to any of these places.

ď ą On the map below, colour the safe places where you can go, to ask for help.

police Station

Cinema

Fruit n' Veg

Ca fe Hospital

Fire Station

Bake

library

School

Hairdressers

ď ą List the places that you have coloured. Say why you might need to go to these places.

________________________________________________________

Curriculum Link: Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) Elaboration: Recognising photos and locations of safe places and people who can help.

Asking For Help 4

Activity

If there is an emergency – it is important to call for help. You can do this on any phone by dialing 000. This number will help you to access: the police, an ambulance or a fire engine.

 Draw lines and use three different colours to match the problems to the emergency services.

I've been burgled.

police

ambulance

fire engine

What Would You do?  Imagine that you are at home and your mum has fallen and is not able to move. She asks you to call 000. In the speech bubble, write what you would say to the operator.

Curriculum Link: Practise strategies they can use when they need help with a task, problem or situation (ACPPS017) Elaborations: Locating and recording phone numbers of local organisations they can contact in case of emergency and rehearsing a phone call to call triple zero. Identifying situations that require the help of emergency services.

Medicines

Activity

Medicines can help us to feel better when we are unwell. We can only take them with special permission from a doctor or a trusted adult. Never take any medicines without adult help â&#x20AC;&#x201C; it might do you harm.

th pa s

ď ą Tick which pictures show medicines. Colour the medicines that you think you may have had before. Say why you needed the medicines. oo

to o

shamp

Liquid Nurofen

ď ą When we feel unwell we have to look after ourselves. Use numbers to order the steps that we can take to make ourselves feel better when we are unwell.

Try something other than medicine (rest, water, hot water bottle).

Visit the doctor or a pharmacist.

Tell the adult looking after you that you are feeling unwell.

Take medicine with an adult's help.

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Identifying poison labels and medicine packaging and understanding to ask an adult before taking medicines.

Poison Detective

Activity

 Some things can be dangerous to our bodies. Place a cross by the items that you must never put in your mouth. Tick the things that are safe to eat. lish

Shoe Po

 Design your own dangerous poison bottle. Include a poison symbol and safety warnings.

 Have a look at the label below. Use a highlighter to identify what tells you that this bottle contains poison and can hurt you.

ea Bl

Poison

No.80 Chemical 125 ml

The Chemical Company

Activity

Keep Us Safe In Our Environment

Your classroom is an important environment because it is a place where you go five times a week to learn. You and your classmates must work together to keep your classroom a safe place.

ď ą Study the picture below. Discuss the consequences of the unsafe actions by students in this classroom. Jot down six of your ideas below.

1 _______________________

2 _______________________

_______________________

3 _______________________

4 _______________________

_______________________

5 _______________________

6 _______________________

_______________________

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Describing actions to stay safe in a range of environments, including water, road, nature and outdoors.

Activity

Staying Safe Outside 1

Clean air is important if we are to stay healthy. Smoke and fumes can stop our bodies getting the oxygen that we need, and can make us feel unwell. To live, we need: oxygen, water and food.

ď ą Tick the pleasant smells and cross the ones that we need to avoid and move away from.

Smells

ď ą Some people wear masks to avoid breathing in different chemicals. Write down some other ways to avoid dangerous fumes. ________________________________________________________ ________________________________________________________ Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Describing actions to stay safe in a range of environments, including water, road, nature and outdoors.

Activity

Staying Safe Outside 2

There can be dangerous things around us. We need to look out for them and avoid them when we are playing or visiting a place.

ď ą Colour red, the things or situations that could be dangerous at each place pictured below. In pairs make notes about how to reduce the risk of such hazards.

At The Beach _____________ _____________ _____________ _____________ _____________

ev Pr

In The Carpark_ _____________ _____________ _____________ _____________ _____________

At The Park _____________ _____________ _____________ _____________ _____________

Activity

Staying Safe Outside 3

Australia is a hot country. We spend lots of time outside and if we do not protect our skin it can get burnt and damaged by the sun’s rays. There are simple things that we can do every day to protect our skin.

reen Su nsc

 Colour the sun-safe things that we can do to protect our skin when we are outside.

 Tick the sun safe things that we can do to protect our skin when we are outside. Put on sunscreen before you go outside.

Wear a hat with a brim.

Put on cool clothes that cover your skin.

Protect your eyes with sunglasses.

Re-apply sunscreen later in the day.

Stay in the shade when you can.

Being Active

Activity

 Playing and being active helps you to stay healthy and it feels great. Draw a smiley face next to the activities that make you feel good. climbing trees

skipping

cricket

swimming

tennis

ball games

golf

bowling

dress-ups

marbles

cycling

running

 Write one benefit of physical activity: __________________________

_________________________________________________________

 Draw two things that you can do to be active:

At Home

At school

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Explore the benefits of regular physical activity and identifying opportunities when they can be active at school, at home and in the community.

Healthy Eating 1

Activity

A healthy diet means eating a balance of the right types of foods. This is essential if you want to maintain a good level of health for your body and mind. The Australian Government has developed The Australian Guide To healthy Eating below to help you to do this.

POLENTA

Vegetables and legumes/beans.

ROLLED OATS

BEETROOT

CHICKPEAS

Wholegrain Cereal

HOKKIEN NOODLES

QUINOA

cous cous

frozen vegetables

Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties.

CHICKPEAS

TUNA

tofu Lean meats and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans. Use small amounts

LOW FAT cottage cheese

Low Fat Milk

Baked Beans

PEACHES

MILK

Fruit.

skim milk

soy milk

powder

Drink plenty of water

Milk, yoghurt, cheese and/or alternatives, mostly reduced fat.

Only sometimes and in small amounts

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Exploring how healthy foods can influence health and wellbeing.

Activity

Healthy Food 2

Our bodies need healthy food to get all the important nutrients that we need to stay strong and focused.

ď ą Referring to The Australian Guide To Healthy Eating on the previous page, use three different colours to group the pictures under the following headings: "sometimes", "moderate" and "always". Cut them out, then arrange them appropriately in your workbook.

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Exploring how healthy foods can influence health and wellbeing.

Healthy Food 3

Activity

ď ą Think about what you ate yesterday and what you have already eaten today. Place these foods in the correct sections of the plate below. Use The Australian Guide To Healthy Eating on page 29 to help you to do this.

ď ą Do you need to adjust your eating habits to better reflect The Australian Guide To Healthy Eating?

________________________________________________________

________________________________________________________ Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Exploring how healthy foods can influence health and wellbeing.

Meal Times

Activity

We need to refuel our bodies during the day so that we have plenty of energy to concentrate at school and play with friends.

ď ą On the left hand-side of this page, draw healthy meals. On the right hand-side of this page, draw unhealthy meals. Say which meals you would choose and why. Use The Australian Guide To Healthy Eating on page 29 to help you to create your meals.

unhealthy

Breakfast 2

Breakfast 1

healthy

Lunch 1

Lunch 2

Dinner 1

Dinner 2

Curriculum Link: Recognise situations and opportunities to promote, health, safety and wellbeing (ACPPS018) Elaboration: Exploring how healthy foods can influence health and wellbeing.

Section 2:

Communicate And Interact To Stay Healthy And Well

T eachers ' N otes

Communicate And Interact To Stay Healthy And Well

Section 2 Background notes:

with useful reference materials for teachers

•

Having a good understanding of feelings helps us to develop empathy for others.

4http://raisingchildren.net.au/school_age/ school_age.html

•

It is important that we can regulate our feelings and learn how to change unhelpful thoughts to helpful thoughts, that in turn, impact our feelings.

ANSWERS:

•

Modelling how to encourage others is important. Steer away from meaningless praise and instead, reward behaviour that is outstanding. Use specific language. For example, “You really tried hard to finish that task” is more specific than, “Well done”. This gives students on-the-spot feedback so that they understand what is being praised. Developing critical literacy skills to understand what messages advertisements are presenting is important. Model analysis of advertisements to the students and show them how to ask questions about what is presented to them in the media.

P37 Students should colour the little girl not on the swing and the boy eating his lunch alone. P38 Students should colour: You can do it!; You put in lots of work today, well done; Give it a try!; Congratulations, that was amazing; I think you are a special person.

•

P36 Students should tick: looking them in the eye; listening to their ideas before replying; thinking about what you need to say beforehand; nodding to show that you are listening.

P39 1) upset 2) angry 3) scared 4) excited/happy

Hold a class discussion about how they can include others. Create a poster to display, which includes their ideas about inclusion (refer to it over the year).

•

Play guess the feeling – ask students to act out feelings and the class must guess what they are. Discuss the body language that they use.

P47 1) Ice-cream 2) No 3) Smart 4) Today 1) Apples 2) Fresh, locally grown, dentist away 3) If you buy and eat these apples, you will have healthy teeth. 4) It is easy to remember.

•

Look at advertisements that have a healthy message and talk about the elements of the advertisements (slogans, colours used, symbolic objects, etc.).

•

Create some strong health slogans for the class (make a song or a video).

P48 1) Fruit salad 2) Cool, refreshing, sweet, delicious. 3) You are what you eat. 4) Food affects how we feel on the inside and on the outside. 1) Organic veggies 2) Grown by nature. 3) The veggies are not processed and do not contain any chemicals, etc. 4) Answers will vary.

•

P44 1) The children are feeling determined; possessive; angry; selfish. 2) The children not playing the game are feeling bored; left out; sad. The child playing the game is selfabsorbed and feeling happy. 3) The boy with the marked pants is feeling embarrassed; shocked; humiliated. The boy next to him is feeling amused. 4) The girl with 10/10 is feeling superior. The boy with 0/10 is feeling inferior; sad; disappointed.

Suggested activities:

Useful links: Kids Matter Primary – terrific resources and materials supporting wellbeing 4https://www.kidsmatter.edu.au/primary Raising Children network – parenting website

P49 1) Yes 2) Find 30 everyday. 3) Exercise daily 4) The State Government in Perth to encourage people in this area to be fitter and healthier by adopting regular exercise routines. 1) Yes 2) Join a gym 3) No pain, no gain 4) That in order to see the results of exercise, you have to endure some form of discomfort.

Appreciating Differences

Activity

People are different. Our differences should be valued. Like people for their differences. The world would be a dull place if we were all the same.

ď ą How are we different? Write or draw pictures to explain the ways in which we are different below.

Race

Religion

Traditions

Backgrounds

Curriculum Link: Describe ways to include others to make them feel that they belong (ACPPS019) Elaboration: Identifying and appreciating similarities and differences in people and groups.

Activity

Communicate To Show You Appreciate

There are lots of different ways to talk to people and show them that you appreciate them.

 In the thought bubbles, write the different things that you could say to someone who you know to show that you appreciate him/her.

I appreciate you ...

 When people talk to you, you should show that you appreciate what they are saying by: (tick) FF looking them in the eye; FF talking over them; FF staring at your feet; FF changing the subject suddenly; FF listening to their ideas before replying; FF thinking about what you need to say before-hand; FF getting angry when you don’t agree; FF nodding to show that you are listening. 36

Curriculum Link: Describe ways to include others to make them feel that they belong (ACPPS019) Elaboration: Expressing appreciation and offering encouragement using a variety of communication techniques.

Activity

I Am An Includer!

It feels terrible when people don’t include you in a game. Don’t be a person who does this to others. Always think about how you can include people in the things that you do.

 Study the pictures below. Colour red the children who you think are feeling left out, then in the thought bubbles write what they might be thinking.

 In pairs, write what you could say to the excluded children to invite them to join in with your group. _________________________

_________________________

 On the back of this sheet, design "Includer" badges. Curriculum Link: Describe ways to include others to make them feel that they belong (ACPPS019) Elaboration: Exploring how people feel when they are included and excluded from groups and activities.

I Am A Cheerleader!

Activity

ď ą When we support others it lets them know that we care about them. Colour the cheery sayings that make others feel great! You put in lots of work today, well done.

I think you are a special person.

You probably won't win.

You got one wrong.

You can do it!

Congratulations, that was amazing.

Give it a try!

ď ą Draw two people who you care about and then write down the things that you could say to them to cheer them on and support them.

Give it a try! 38

On the back of this sheet, create your own special cheer to use when you have "bad" days.

Curriculum Link: Describe ways to include others to make them feel that they belong (ACPPS019) Elaboration: Demonstrating appropriate language when encouraging others.

Activity

Tapping Into Others' Feelings

Feelings are the way that we react inside to something. We have lots of them every day. Feelings are like waves on the beach they come and go.

ď ą What do you think these children are feeling? Match the faces at the bottom of the page to the feelings shown in the pictures. With a friend say what tells you that the children are feeling this way.

Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Predicting how a person or character might be feeling based on the words they use, their facial expressions and body language.

Body Language

Activity

We don’t have to say anything sometimes to let others know how we are feeling. Our body language can give it away.

 Match the body language to the feelings. Colour any that you have felt today.

sad

excited

scared

nervous

angry

 Draw two full-length pictures of yourself displaying two different emotions. Choose different feelings than the ones written above.

Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaborations: Predicting how a person or character might be feeling based on the words they use, their facial expressions and body language.

Anger And Me

Activity

Everyone gets angry sometimes. Itâ&#x20AC;&#x2122;s just part of life and there is no problem as long as you know how to deal with your anger.

The last thing that made me angry was:

ď ą Complete the sentences and draw a picture to match.

I knew I was angry because: __________________________

__________________________

Some things I can do to take my anger away are: ________________ ________________________________________________________ Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Recognising own emotions and demonstrating positive ways to react in different situations.

Me And Sadness

Activity

When you are sad it can be hard to get on with your day. Sadness is a feeling that slows you down.

ď ą Draw and write in the tears to explain sadness.

Sadness FEELS like...

SOUNDS like...

looks like...

ď ą My Goodbye Sad Plan.Write three things that you can do to make yourself feel better when you are feeling blue. 1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 42

Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Recognising own emotions and demonstrating positive ways to react in different situations.

Activity

People Can Make You Happy

Like other feelings, happiness comes and goes. Enjoy it when it is with you and look for ways to make yourself feel happy again. People's reactions to situations can make you happy.

ď ą Complete the survey below to find out how people's reactions make your classmates happy. Your friends must choose their top three things. Use tally marks to record their responses and add them up at the end. Things that make me feel happy are...

Tally

Total

1. when someone tells a joke to cheer me up. 2. when my friend gives me a hug.

3. when my mum makes my favourite food.

4. when my sister/brother shares her/his toys.

5. when the teacher tells me that I have done something well.

6. when I fall down and my friend helps me up.

7. when someone asks me to join in a game. 8. when someone sticks up for me.

9. when I get invited to a birthday party.

10. when I get a special award at school.

Results

The top three things that make my classmates happy are:

The top three things that make me happy are:

Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Understanding how a person's reaction to a situation can affect others' feelings.

Activity

Other People's Feelings

Thinking about other people's feelings and helping them to feel better about themselves is the right thing to do.

ď ą Say how the children in the pictures must be feeling, then write how you can make these children feel better about themselves.

Solution:______________________

_____________________________

Solution:______________________

_____________________________

ď ą On the back of this sheet draw or write down a problem. Swap sheets with a partner and suggest a possible solution. 44

Emoti-Cards

Activity

ď ą Cut out these cards and keep them together in a safe place. If ever you finish your work early, select one to complete independently. Make a sad face. Write a story about when you felt sad. Explain how you turned your frown upside down to make yourself feel better.

What emotion might you be feeling if your body begins to feel hot and you sweat. Find out why we sweat and write about it.

Make an excited face. List some events throughout the year that have made you feel excited.

Make an angry face. Write a story about when you felt angry. Explain how you managed your anger.

Make a list of all the things that make you feel scared. Illustrate one thing on your list.

Make a worried face. Write about a character from a book that you have read or a movie that you have seen who feels worried. You could give more than one example.

Write down what your body feel like when it is tired. Find out why we yawn and write this information down.

If you feel embarrassed what happens to your cheeks? Find out why this happens and write it down.

If you feel nervous what happens to your heart? Find out why this happens and write it down.

It is easy to get confused. List how people might get confused.

Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaborations: Recognising own emotions and demonstrating positive ways to react in different situations. Identifying the body's reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses.

That Gut Feeling

Activity

How we feel makes our body react in different ways. It is important to tune in to your body so that you can understand what it is telling you about different situations. Then you can do something about it!

ď ą Draw or write how your body reacts in each of the situations below.

2 You missed the bus.

1 You have a big race to run.

3 Itâ&#x20AC;&#x2122;s your birthday.

4 Your friend is sad.

Curriculum Link: Identify and practise emotional responses that account for own and others' feelings (ACPPS020) Elaboration: Identifying the body's reaction to a range of situations, including safe and unsafe situations, and comparing the different emotional responses.

Healthy Ads 1

Activity

There are advertisements all around us: in shops, in newspapers, on the television, before movies and on the radio. They are mainly trying to convince us to purchase certain products or use particular services.

ď ą Study the two advertisements on this page. Answer the questions below each one.

Buy fresh apples

Get Smart and try NEW smarty ice-cream today.

grown locally!

1. What is this advertisement trying to persuade you to buy? _________________________ 2. Is it a healthy advertisement? _________________________ 3. What does the advertisement say you will be if you purchase this product? _________________________ 4. Which word encourages you to make your purchase quickly? _________________________

An apple a day keeps the dentist away

1. What is this advertisement trying to persuade you to buy? _________________________ 2. Which words present this product as healthy? _________________________ 3. What is the health message in this advertisement? _________________________ 4. Why do you think rhyme is a good way to present a health message? _________________________

Curriculum Link: Examine health messages and how they relate to health decisions and behaviours (ACPPS021) Elaborations: Identifying advertisements they have encountered that contain health messages. Identifying popular health slogans and discussing the behaviours these slogans are encouraging.

Healthy Ads 2

Activity

ď ą Study the two advertisements on this page. Answer the questions below each one.

Fruit Salad

Organic Veggies

cool and refreshing

Grown By Nature

Sweet & Delicious

You are what you eat

1. What is this advertisement persuading you to purchase? _________________________ 2. What four adjectives are used to persuade you to purchase this product? _________________________ _________________________ 3. What popular health slogan is used in this advertisement? _________________________ 4. What does this health slogan mean? _________________________ _________________________ 48

1. What is this advertisement persuading you to buy?

_________________________

2. What popular health slogan is used?

_________________________

3. What does this health slogan mean?

_________________________

4. Can you think of another health slogan for this product?

_________________________

Healthy Ads 3

Activity

ď ą Study the two advertisements on this page. Answer the questions below each one.

Find 30

Join The Gym

EverydAY

Authorised by the State Government, Perth.

1. Is this a healthy advertisement? _________________________ 2. What popular health slogan is used? _________________________ 3. What is this health slogan trying to persuade you to do? _________________________ _________________________ 4. Who has created this advertisement and why? _________________________ _________________________

1. Is this a healthy advertisement?

_________________________

2. What is it trying to persuade you to do?

_________________________

3. What popular health saying is used?

_________________________

4. What does this health slogan mean?

_________________________

ď ą Find your own healthy advertisement. Say what it is persuading you to buy or do, and what health message it contains. Curriculum Link: Examine health messages and how they relate to health decisions and behaviours (ACPPS021) Elaborations: Identifying advertisements they have encountered that contain health messages. Identifying popular health slogans and discussing the behaviours these slogans are encouraging.

Activity

My Healthy Ad

ď ą Itâ&#x20AC;&#x2122;s your turn! Create an advertisement for a healthy product. Imagine that your advertisement is going to appear in the local newspaper. Remember to include a healthy slogan which encourages healthy behaviours.

Curriculum Link: Examine health messages and how they relate to health decisions and behaviours (ACPPS021) Elaboration: Creating their own positive health message and sharing it with the class.

Section 3:

Creating A Healthy And Active Community

T eachers ' N otes

Creating A Healthy And Active Community

Section 3 Background notes:

Useful links:

•

Kids Matter Primary – terrific resources and materials supporting wellbeing 4https://www.kidsmatter.edu.au/primary

Children need to understand that we all contribute to a healthy and safe community, and be able to explain the actions that they take to do this and how others can be involved.

•

Students can explain what makes them similar and different to others.

Raising Children network – parenting website with useful reference materials for teachers 4http://raisingchildren.net.au/school_age/ school_age.html

•

Students should understand how to act in a fair and respectful manner and what actions this involves.

answers:

Review the class rules and do a Think/ Pair/Share for the students to explain how the rules help to keep everyone safe and healthy.

•

Suggested activities:

P54 1) Always wear a hat when outside. 2) Cover your mouth when coughing. 3) Only drink water during the day. 4) Be aware that some children are anaphylactic. 5) Always put your belongings away. 6) Do not run on the school grounds. P57 2) Students should tick: toothbrush; water bottle; juice; ice-cream. Hats might be ticked by some students because of the risk of catching head-lice. This can be discussed in class.

Make a list of healthy things that the class does every day.

•

Have a games corner with equipment that can be used at breaks and explain a different game each week that students could play.

•

Run the ‘Movement Minute’ using the cards in this book between lessons or as a "brainbreak".

P59 1) The cling-wrap on the sandwich, the chip packet, the juice container and the straw and the plastic wrapper in which the straw is sealed, the yoghurt container and lid. 2) None. The banana peel and apple core are biodegradable. 3) Lunch box B because it only contains green waste.

•

Ask students for their own ‘Movement Minute’ ideas and add them to the cards.

P60 Students should colour green: 2, 3, 4 and 5. Students should colour red: 1 and 6.

•

Students keep a log of the water that they drink over the course of one day – is it enough?

•

Make a list of places where physical activity happens and discuss the possible dangers that could occur in each place. Students should explain how they would address each of these problems if they happened.

•

Read stories from other cultures (folk, Dreamtime, etc.), and discuss how they have been passed down to younger generations.

•

Our Healthy Class 1

Activity

Work together to look after each other and ensure that your class is a healthy and safe place.

 Conduct a class survey by placing a tally mark under each action that your classmates do daily. Don’t forget to count yourself.

Always put rubbish in the bin.

Tally:

May contain traces of nuts

Check with adults before sharing to avoid allergies.

Tally:

Make fruit a part of your lunch every day.

Drink water throughout the day.

There are ____ people in my class.

Wash hands after using the toilet, and before and after eating.

Tally:

Cover mouth when coughing, to avoid spreading germs.

Tally:

Look out for friends in the playground – play safely.

Tally:

Follow the teacher's instructions.

Tally:

 Design a poster to show how your class is keeping healthy and staying safe. Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaborations: Exploring how fruit and water breaks help support class health and wellbeing. Recognise how their actions help keep their classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis.

Our Healthy Class 2

Activity

Your actions keep you and others safe. We have to work together to prevent people from getting sick or having accidents. If we look out for each other, it makes a big difference.

ď ą Match the pictures to the preventative actions.

Do not run on the school grounds.

Only drink water during the day.

Always put your belongings away.

Always wear a hat when outside.

Cover your mouth when coughing.

Be aware that some children are anaphylactic.

Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaborations: Exploring how fruit and water breaks help support class health and wellbeing. Recognise how their actions help keep their classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis.

Activity

Fruit And Water Are Good To My Teeth

Regular fruit and water breaks throughout the school day will not only help to keep you feeling energised and hydrated, but will also prevent your teeth from decaying and keep them white and sparkling.

 In the teeth below, draw three of your favourite fruits that you like to snack on and that you regularly bring to school.

 How often do you clean your teeth in one day? Tick the boxes.

morning

afternoon

evening

 Twice a day is excellent. There are other ways in which you can look after your teeth - drinking lots of water and staying clear of juices.

How much water did you drink yesterday? ___________glasses. Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaboration: Exploring how fruit and water breaks help support class health and wellbeing.

Healthy And Safe Actions

Activity

Understanding why particular actions keep us safe and healthy is important.

ď ą Under each action write down why it keeps you healthy or safe. Washing your hands before and after you eat and after you use the toilet.

Putting away your toys.

Drinking water.

Eating fruit daily.

Cleaning your teeth.

Going to bed on time.

Fastening your seat-belt.

Looking before crossing the road.

Refusing to take lollies from strangers.

ď ą Give yourself a big tick beside all of the actions that you do. 56

Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaborations: Recognise how their actions help keep their classmates safe, including identifying things not to be shared due to potential of contamination, infection and anaphylaxis.

Sharing Is Not Always Caring

Activity

It is great fun to share with your friends. However, sometimes, people have special diets or allergies, and we have to be extra careful about the food that we share. If people eat something or come into close contact with foods that they are allergic to, they can develop a rash or need urgent medical assistance.

1. Tick what you or people who you know are allergic to. Add your own.  preservatives

 wheat

 eggs

 fish

 citrus fruit

 peanuts

 cheese

 _____________

 almonds

 soya

 _____________

 milk

2. It is not hygienic to share everything. If we are sick, we can pass on our germs by sharing personal items. Tick what is not hygienic to share.  water bottle

 ice-cream

 toys

 juice

 clothes

 books

 hats

 chores

 toothbrush

3. Create your own advertisement to match the slogan "Sharing Is Not Always Caring".

Activity

Celebrate Your Health

 It’s important to celebrate taking care of ourselves and others. Can you plan an amazing menu for a class party. Make sure it is full of healthy choices and is nut-free! Draw, or cut and paste pictures of foods that you would serve.

u n e M y t Par

 Your little sister wants to know why the menu is nut-free. Explain here.

________________________________________________________

 Colour green two healthy foods and say why they are healthy below.

________________________________________________________

Sustainable Me

Activity

Reducing waste is one way of being sustainable at school. We can reduce waste at school by packing "litterless" lunches. This means packing food items in reusable containers instead of cling-wrap, etc. Fruit peels do not count as "litter" because they are biodegradable.

 Examine the lunch boxes below.

Lunch Box B

Lunch Box A

 What pieces of litter will be left over from lunch box A?

________________________________________________________

 What pieces of litter will be left over from lunch box B?

________________________________________________________

 Which is the most sustainable lunch and why?

________________________________________________________

________________________________________________________ Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaboration: Exploring sustainable practices that students can implement in the classroom to improve health and wellbeing of the class.

Activity

Being Fair And Respectful

Imagine a world where people did not cooperate. It would be chaos and not much fun to live in. No-one would share or be kind to each other. We must be fair and respectful towards each other to create a great place in which to live. The Golden Rule: Treat others how you would like to be treated.

ď ą Colour the respectful and fair behaviours in green. Colour the unhelpful behaviours red.

ď ą On the back of this sheet, draw and label your own examples of some children showing respectful behaviours, and other children showing disrespectful behaviours. 60

Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaboration: Explaining and demonstrating how being fair and respectful contributes to class health and wellbeing.

Activity

Movement Minute Cards

ď ą Copy these cards and use them for quick movement break activities between or during lessons to refocus students. Be sure to be mindful of safety when conducting these activities. 2. Chair Push-Ups Students sit on their chairs and use their arms only to lift themselves up.

3. Jumping Jellybeans Ask students to: -- hop on their right leg; -- hop on their left leg; -- do five star jumps; -- do five tuck jumps (touch heels to bottom).

4. Body Numbers Students make a number with their bodies. Call out another number for them to make. See how many different ways there are to make the same number.

5. Body Letters Students make a letter with their bodies. Call out another letter for them to make. See how many different ways there are to make the same letter.

6. Let's Pretend Call out the name of an animal, ask students to move and sound like the animal. Shout out, "Freeze!" Call out another animal and repeat.

7. Musical Statues Students dance to some music. When the music pauses, the students have to stand still like statues. Whoever moves is "out".

8. Free Dancing Have different types of music ready. Students dance however they would like, to the music. Swap music after 30 seconds.

9. Jelly And Wood When you call, "jelly", students wobble as much as they can. When you call, "wood" students stand tall and straight.

10. Itâ&#x20AC;&#x2122;s Tricky! Ask each student to write his/her name in the air with one finger and count to 5 at the same time.

1. Simon Says See how many children are caught out. Then ask children to lead and take turns.

Curriculum Link: Explore actions that help make the classroom a healthy, safe and active place (ACPPS022) Elaboration: Creating a bank of movement games and physical activity cards students can select from and play during lesson breaks and before or after school.

Pr w