Healthy Bodies, Happy Kids: Book 2 - Ages 7-10 (Middle) by Teacher Superstore

Middle Primary

Happy Kids

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Practical strategies aimed at reducing the © Ready Ed ubl i ca t i ons risk ofP obesity in •f orr evi e w pur po sesonl y• Australian children.

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Written by Sandy Tasker. Illustrated by Terry Allen. © Ready-Ed Publications - 2003 2nd Edition published by Ready-Ed Publications (2004) PO Box 276 Greenwood Perth Western Australia 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution. ISBN 1 86397 533 0

Purpose This series has been created for implementation in the classroom as part of the Heath and Physical Education learning area in Australian schools for students aged 5 - 13. Recent ongoing publicity has reflected Australian society’s concern with obesity, as well as related health problems such as diabetes and cardiovascular disease. Statistics in the Resource Book of this series will illustrate that unhealthy lifestyle choices in childhood are linked to serious health problems later in life, if these habits remain unaddressed. Obesity and associated diseases have a widespread effect on the community, draining public health resources as a result of behaviour and choices that can be modified during childhood. There is a pressing need to intervene at an early age and to cover ALL of the areas that are linked to the lifestyle choices that can be made, including:

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Promoting healthy habits such as a nutritious, balanced diet and regular exercise.

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Raising the awareness of the ways in which modern society influences choices through advertising, particularly about the availability of unhealthy convenience foods.

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Developing a positive self–image so that children are able to respect their own bodies and feel motivated to look after themselves.

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Encouraging students to choose physical activity over sedentary alternatives such as television and computer games. The challenge lies in the need to not only equip students with the information necessary to make healthy choices, but to provide the opportunities and resources for them to experience and practise these skills on an ongoing basis, in their real environments.

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In conjunction with this series, Ready-Ed Publications is pleased to launch the Healthy Bodies, website. Happy Kids website The site is designed to provide students with a forum for submitting ideas about healthy eating and exercise as well as allowing them to post their own healthy recipes. Students and/or classes are able to register their details, which will help to create a list of schools that are interested in swapping information. This site will appeal to students in all year levels. Students and classes are also able to submit their own individual work to be published online. Please note that all work is thoroughly checked by Ready-Ed Publications before it appears online and that surnames will be omitted on request to protect privacy.

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Features of the site include:

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Food Facts: contains information about the food groups, nutrients, taste sensations, recipes and fun food links;

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Tips on exercise and staying healthy;

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Teachers WWW links;

A research page that provides a springboard for links to topics such as diabetes, cholesterol, heart disease and much more; Student WWW links for food and exercise sites.

The aim of the site is to encourage communication and to display students’ own ideas, so be sure to check out the site! To submit work or send feedback, please use the forms on the site or email directly to healthy@readyed.com.au

P A G E 2 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Contents Information on the Series

2 2 4 5 6

Meet The Mascots (Introduction) Teachers’ Notes: Healthy Eating: Activities 1 - 7 Student Information Page: Nutrients Activity 1a: Canteen Blitz Activity 1b: Canteen Blitz Activity 2: Alien “All You Can Eat” Activity 3: Why Did I Eat That Chocolate Bar? Activity 4a: “Did You Know?” Food Science Activity 4b: “Did You Know?” Food Science Activity 5: Fresh or Frozen? Activity 6: Burger Flick Book Activity 7: Diet Report - Take Home Sheet Teachers’ Notes: Body Systems: Activities 8 - 10 Student Information Page: Cardiovascular System Diagram Activity 8: Our Body - The Ultimate Spacecraft Activity 9: Hands On Gizzards Activity 10: Heart Starters Teachers’ Notes: Exercise: Activities 11 - 16 Student Information Page: Road Safety and Exercise Activity 11: Exercise Beyond Sport Activity 12: Cyber Fit Activity 13: Intergalactic Obstacle Course Activity 14: Pedal Power Activity 15: Healthy Measurements Activity 16: Fitness Tips - Take Home Sheet Teachers’ Notes: Self-Esteem - Activities 17 - 20 Activity 17: The Solar System to Health Activity 18: Give Yourself A Hand Activity 19: All The Same Is Just Too Tame! Activity 20: Self Esteem Buddy - Take Home Sheet Teachers’ Notes: The Media: Activities 21 - 26 Student Information Page: Advertising Tricks Activity 21: Crime Interview Activity 22: Label Wars Activity 23: Create A Label Activity 24: Missing! - 1 Activity 24: Missing! - 2 Activity 25: Slothy Screen Turnoff Week - Take Home Sheet

7 9 11 12 13 14 15 16 17 18 19 20 21 23 24 25 28 29 31 32 33 34 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51

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Purpose Information about the “Healthy Bodies, Happy Kids” Website Books In The Series Links to State Curriculum Documents States’ Curriculum Strands Grid

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P A G E 3 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Books In The Series

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This health series will provide comprehensive, up-to-date information, a range of ideas that support a “whole school” approach to health promotion, specific activity suggestions and “hands-on” investigations in the following components of the series:

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Factual and statistical information on: diet - requirements, recent food trends, labelling requirements, allergies and deficiencies; body systems - digestion, cardiovascular responses, health problems; exercise - benefits, programming, variety and alternatives in exercise for students; self-esteem - peer pressure, mental illnesses, eating habits, body, facilitating positive perceptions; media - guidelines, viewing strategies, analysis, use of positive media exposure.

Indoor and outdoor games with a “health” theme. Curriculum integration ideas. A list of songs, poems and references for stories that promote health.

Whole-school projects and parent involvement.

Canteens - ideas on how to work with the school canteen to encourage healthy food choices. References for healthy meals and snacks.

Websites, addresses and contact details of nationwide health organizations.

Student Activity Books Books will:

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Adopting an integrated approach, activity ideas provided will draw on and cultivate skills in language, numeracy, science, society and environment and the arts. The focus of the workbooks will be practical learning experiences using resources from students’ existing surroundings. Comprise Junior (Years 1 - 3), Middle (Years 4 - 5), Upper (Years 6 - 7) books.

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Be theme-based books with age-appropriate mascot characters that enhance visual appeal and student motivation.

Contain sections on: - Diet; - Body systems related to diet and exercise; - Exercise and leisure for fitness; - Self-esteem for a positive body image and a constructive attitude towards self-management in health; - Media analysis - recognition of marketing techniques and how to avoid them. Incorporate practical, inquiry-style activities based around relevant, real-life situations and using easily obtained resources such as junk mail and the newspaper. Include “Take Home” activity sheets that can be used as homework and as a means of eliciting parental support and awareness of health issues. Provide Internet links that are “student-friendly”.

P A G E 4 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Curriculum Links

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The BLM Activity Books have been linked to Strands from various state curriculum documents as indicated below.

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1. Health and Physical Education - a curriculum profile for Australian schools.

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The Health and PE curriculum profile is published by: Curriculum Corporation, PO Box 177, Carlton South, Victoria, 3053 www.curriculum.edu.au (Document is © Curriculum Corporation, 1994)

2. P ersonal Development, Health and Physical Education K - 6 Personal (ISBN 0 7313 4241 0).

PDHPE is one of the six key learning areas in the NSW curriculum and the Syllabus is published by the Board of Studies NSW, GPO Box 5300, Sydney, 2001 ( www.boardofstudies.nsw.edu.au)

© ReadyEdPubl i cat i ons 3. Health and Physical Education - Y ears 1 to 10 Syllabus Years (ISBN 0• 7242 X). f o8236 rr e vi ew pur posesonl y• (The Syllabus Document is © The State of Queensland 1999)

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4. Curriculum and Standards F ramework II Framework (ISBN 1 74010 045 X).

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The Draft Framework book is published by: Victorian Board of Studies, 15 Pelham Street, Carlton, Victoria, 3053 (Document is © Board of Studies 1999)

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The syllabus is published by: Queensland School Curriculum Council, PO Box 317, Albert St, Brisbane, Queensland, 4002

o c . c e h 5. Health and Physical Education - Student Outcome Statements r e o t r (ISBN 0 7309 8668 3). s super The Health and PE Outcomes and Standards Framework book is published by the Department of Education of Western Australia, Royal Street, East Perth, WA, 6000 www.eddept.wa.edu.au/centoff/outcomes/

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P A G E 5 HEALTHY BODIES, HAPPY KIDS – MIDDLE

States’ Curriculum Strands Grid

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Human Development

Safety

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Physical Activity & The Community

Human Relations

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Concepts For A Healthy Lifestyle

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SelfManagement Skills

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Health Of Individuals & Population

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People & Food

National

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Strands

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Activities

1. Canteen Blitz

2. Alien ‘All You Can Eat’ 3. Why Did I Eat That Chocolate?

4. “Did You Know?”

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5. Fresh or Frozen

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6. Burger Flick Book

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7. Diet Report

8. Ultimate Spacecraft

9. Hands On Gizzards

10. Heart Starters

11. Exercise Beyond Sport

12. Cyber-Fit

13. Intergalactic Obstacle

14. Pedal Power

15. Healthy Measurements

16. Fitness Tips

17. Solar System to Health 18. Give Yourself A Hand

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19. All the Same ...

20. Self-Esteem Buddy

21. Crime Interview

22. Label Wars

23. Create a Label

24. Missing

25. Slothy Screen Turn-Off

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InterPersonal Skills

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Personal Health Choices

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Active Lifestyle

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Health Of Individuals & Populations Self & Relationships

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Inter-personal Relationships

Safe Living

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Growth & Development

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Enhancing Personal Development

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Promoting The Health Of Indiv. & Communities Developing Concepts & Skills For Physical Act.

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Introduction

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Meet the Mascots

A long time ago in a faraway galaxy, a group of stranded aliens stumbled across a beautiful blue planet. The creatures on this planet called it “Earth”. In next to no time, the aliens began to realise that they shared some of the healthy habits of these earthlings.

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Colour in these new friends and read their stories:

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planet Salad. Saladians never get sick because they get lots of vitamins and minerals from the fruit and vegetables that they eat. When VitaVeg came to Earth, she was very pleased to see that there was also food for What else do you think her here.

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of animal on her planet – the cow! Cows are very special to Milkette and her friends and they look after them very carefully so that they can provide milk that can be made into dairy foods, like cheese and yoghurt. Because of all the dairy foods that Milkette eats, her bones and teeth are strong and healthy. Do you know the special nutrient in milk that keeps our bones strong?

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Carbo. On Carbo, there are many crops that grow and produce their food, such as wheat and rice. Carbolings eat many things made from these crops, like bread, cereal and pasta.

o c . e Carbolings eat? c he r o Write some fruits that t r s suenjoy: er __________________ she mightp __________________

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P A G E 7 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Student Information Page

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Protina enjoys the main foods on his planet Meatox, which include steak, chicken, fish, mince and eggs. Protina gets so much energy from the meat that he eats that he usually only needs to eat it once a day. Write down a meal containing meat or protein that you might serve to Protina on Earth.

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

Oilyan comes from a smaller planet called Greaseland where he tries very hard to stay healthy. The only food on Greaseland is full of fat, oil or sugar, like chips, chocolate and pastries. Oilyan knows that a little bit of these foods is needed in the body, but too much can cause many health problems. Luckily, Oilyan’s new friends can help him to eat a more balanced diet.

Meat and Protein Eat Most:

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Grains

Fats and Oils

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Healthy Eating Activities 1-7 Teachers’ Notes

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

By completing activities in this section, students will develop the understanding that:

There is a range of food choices available from canteens, restaurants and supermarkets. The key is to recognise and select the healthiest foods that are also preferred by the customer.

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People eat foods for many other reasons than hunger. It is important to identify the reason behind eating, as there may be alternative responses available. Categorising healthy foods such as plants (fruit, vegetables and grains) may help to encourage a varied, balanced diet.

Fresh foods are often cheaper, more attractive, healthier and tastier than frozen or processed foods.

A person’s diet will not be all good or all bad. The key is to tip the balance with more “healthy” foods and moderation of “unhealthy” foods.

Resource Book Reference Page

Further information can be found in the Teachers’ Resource Book on the following pages:

Nutrients and Their Role: P 10 Labelling Requirements: P 13

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Introduce the five food groups via the alien characters. Brainstorm examples of each group on the board. Ensure students have a sound understanding that as long as foods containing fats, oils and sugars are only consumed in small amounts, they are acceptable as part of a healthy diet.

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Liase closely with the canteen staff prior to carrying out Activity 1. Confirm that they are happy to have students analyse the menu and offer suggestions. Discuss the healthy choices that are available and ask canteen staff to promote these.

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Collect and display a range of print media such as posters, restaurant menus, empty food boxes and junk mail around the classroom to familiarise students with issues on packaging, labelling and advertising. Encourage students to bring in examples.

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Make sure you have parents “on side”. A short parent meeting will outline the content of this unit and reassure parents that you are not judging their habits, simply encouraging students to take an analytical stance on the choices available at home. Try to make lessons on food as “hands on” as possible. Providing students with opportunities to experience healthy foods with all of their senses will increase their likelihood of wanting to choose these foods as part of their daily diet.

Materials Required for Activities Activity 1: Photocopy of school canteen menus for each student. Activity 2: International restaurant leaflets or menus. Activity 4: A range of fresh fruit and vegetables or large posters. Index cards for students to design their information cards on. Activity 5: Supermarket flyers (food only). Ready-Ed Publications

P A G E 9 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Answers for Activity Sheets Activity 2: Answers may include: Italy: spaghetti, lasagne, pizza, pasta, cannelloni; France: baguette, cheese, croissants, French dressing, snails; USA: hamburgers, hot dogs, doughnuts, milkshakes; China: prawn crackers, sweet & sour, noodles, fried rice; Japan: sushi, sashimi, teriyaki; Australia: barbecue, meat pie, Vegemite sandwich. Activity 4: Potato - roots; celery - stalk; peas - seeds; cabbage - leaves; banana - fruit; strawberry - fruit.

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Some Suggested Classroom Activities for the “Healthy Eating” Section

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Conduct a “lunchbox audit” where students look at the contents of their own lunchbox (for privacy and hygiene) and categorise the foods into “healthy”, “average” and “not healthy in large amounts”.

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Using the empty boxes of snack foods of approximately the same weight, guess, and then place the foods in order of “most fat to least fat” (using information on nutritional panels). If foods are different weights, use the “fat per 100g” column.

For a fun lesson that focuses on increasing sensory experiences with a variety of foods, distribute a variety of unusual fruits, vegetables and other healthy snacks and allow students to touch, smell, taste and guess foods. Check allergies first and make sure students wash their hands.

Classroom Activities for “Healthy Eating” cont.

Newsletter snacks: Ask students to collect healthy snack recipes that are family favourites and bring them to school. Students can re-write them on the computer and a class booklet can be created with contributions from each family. The newsletters can be sent home so that the healthy ideas are shared and used.

Photocopy parts of food labels, or as a real challenge, nutritional panels and ingredients lists, onto a blank sheet. Write the foods that they have come from on the board and students, in small groups have to guess which foods belong to which label, list or panel. Winners can choose a healthy snack such as fruit rollups.

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Salad party: After consulting parents in advance, ask students to each bring in a different “plant part” after doing Activity 4. Students can then wash and carefully chop their plant and contribute these to a salad bowl. The result should be a variety of tasty salads that can be shared. Buy some white plastic disposable aprons. Students can work in groups to design aprons with healthy food messages, pictures of healthy snacks, and hints to maintain good cooking hygiene. Individuals who are carrying out steps in cooking lessons can then use these.

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o c . che e r o t r s super Internet Links for Students

www.dole5aday.com is a colourful and informative site promoting fruit and vegetable consumption with

activities for students and information for teachers.

www.cyh.com provides some great ideas for healthy snacks and lunches.

P A G E 1 0 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Student Information Page

Nutrients Nutrients are found in all types of foods. They are the parts of foods that keep you healthy and your body working well. There are six types of nutrients – proteins, carbohydrates, minerals, vitamins, fats, and water. Protein looks after your body by building and fixing parts, as they need to grow. It also helps in carrying oxygen around your body. Protein makes antibodies – cells that fight off disease. Protein is found in meat, fish, eggs, dairy foods, beans and nuts.

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Carbohydrates supply energy to your body. There are two different types of carbohydrates – sugars and starches. Sugars can be found in many fruits, as well as in high-fat foods such as chocolate. Sugars provide a fast energy boost. Starches take longer to be digested, so they give you energy over a longer time. They are found in bread, cereals, pasta and vegetables. Minerals are found in small amounts in a wide range of foods, from meat to fruit to dairy products. Calcium is a bone-building mineral that children and teenagers need plenty of. The bones you are building during these years have to last for the rest of your life, so if you don’t have enough calcium now you could end up with bone problems when you are an adult. Calcium can be found in dairy foods, green leafy vegetables and some tinned fish.

Vitamins help us grow and develop, help blood clot when you get a cut, help to make energy, and help us to recover from illnesses. Vitamins are also found in many foods, especially fruits, vegetables and dairy products.

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Water is the most important nutrient of all; without water, you could not survive more than a few days. Water is the main ingredient in the fluids of your body’s blood. It is used in sweat, to keep your body cool. Your body loses lots of water a day – more if you are exercising or if it is hot, so you should also drink between 6 to 8 glasses of water a day to keep things running smoothly.

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Fats are actually a form of energy that is stored in the body. Our bodies need some fats to work properly – they give our body energy. Fats are also helpful in moving vitamins around the body. Too many fats, though, are a cause of health problems so you should only have a little bit each day. The fats we need are usually supplied by the foods we eat every day, such as meat, milk, cheese, fish, and some plants. Foods such as fast food, chocolate and cake supply a lot of fats – too much for a healthy diet – but are fine when eaten every now and again.

P A G E 1 1 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Canteen 1a Blitz

Your teacher will be providing you with a copy of the school canteen menu. Your mission is to judge the canteen foods and report your findings back to base.

Use the symbols below to place next to each food on your canteen’s menu. You can use more than one symbol for each food.

•Grains

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•Meat

•Fruit & Veg

•Fats next

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Draw a next to the foods that you think are healthy choices and a to foods that are less healthy.

What food do you think is the healthiest food on the canteen menu? Why did you choose this food?

Choose 3 healthy foods on the canteen menu that you would eat.

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Imagine that you are head chef at the school canteen for a day. Invent a fantastic snack or lunch idea that is tasty and healthy. Try to include two or more food groups, especially grains, fruit and vegetables. The less fat and sugar, the better!

Think of a

Draw and label your creation to show all of the ingredients. catchy name

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for your invention.

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Challenge: Super students who finish all their work can write a letter to the canteen telling them how they “rated”. Include a neat copy of the new food invention, suggesting it for the menu. P A G E 1 2 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Activity

Canteen 1b Blitz

Make a poster showing your healthy food creation. You could include a slogan or mascot to help advertise your food.

My Healthy Food Creation

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P A G E 1 3 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Alien ‘All You Can Eat’

When the alien mascots arrived on Earth, they decided to go to an International Food Hall so that they could sample foods from all over our world.

How much does your class know about international foods? Survey your classmates to find out some foods from these countries: France

China

Japan

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Italy

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USA (America)

Australia/NZ

Write any others here:

Country:

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Why do you think we have so many restaurants with foods from other countries?

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Activity

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Why Did I Eat 3 That Chocolate Bar?

Some people are attracted to the fridge like a magnet. There are many reasons why people eat apart from just being hungry.

Colour in the fridge magnets that show reasons why you have eaten in the last week.

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Eating with friends.

a Feeling s

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Boredom

Which of these do you think are good reasons to eat?

g Tr y somethin new.

______________

______________ © ReadyEdPubl i cat i ons ______________ •f orr evi ew pur poseso nl y• Can’t stop eating.

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a Family me

Lik

on TV.

. e th taste e

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Saw it

______________

. Choose t one explain why ethat is not a good reason to eat andco . this could be ac problem: e her r o t Reason for eating: s super Is not a good reason because:

Challenge: If someone wanted to eat because they felt sad, what could they do instead? ______________________________ Ready-Ed Publications

P A G E 1 5 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

“Did You Know?” 4a Food Science

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Fruit (the part of the plant that has been fertilised. They are usually round or long in shape and have seeds on or in them): apples, oranges, tomato.

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Leaves (the part of the plant that takes in sunlight and makes the food for the plant, giving off oxygen): lettuce, spinach.

Did you know that the fruit and vegetables you eat come from different parts of the plant? Here are some examples of where some come from. Match them to the picture.

Flower (make the seeds for the plant to reproduce growing more plants): broccoli, cauliflower.

Stalk (the part of the plant that supports the leaves and carries water and nutrients to the whole plant): asparagus, rhubarb.

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that is found beneath the ground that keeps the plant in place and absorbs nutrients and water from the ground): carrot, radish, onion.

Seeds (the part of the plant that can be planted to grow into a new plant): peas, beans, sunflower seeds.

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o c . c e r Did you know that someh seeds are also e o t r s known as grains, such as rice ands wheat? uper

Have a guess!

What part of the plant do you think these fruits and vegetables are? Potato: _______________

Celery: _______________

Banana: ______________

Peas: ________________

Cabbage: _____________

Strawberry: ___________

P A G E 1 6 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Ready-Ed Publications

Activity

“Did You Know?” 4 b Food Science

Imagine that aliens recently visited Earth and found some fruit and vegetables in a fridge. Not being sure what these objects are, they make up a special card with a description on one side and a picture on the other side.

Here is an example:

Front

• Green or red in colour

• Crunchy, sweet and juicy

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r o e t s Bo r e p ok u S • Round in shape

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Choose your own fruit or vegetable to make an alien fact card. Invent some guessing games that you can play by sharing the descriptions in small groups. Turn the cards over to see the picture for the answer.

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Back

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• •

Ready-Ed Publications

P A G E 1 7 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Fresh or 5 Frozen

Your teacher will give you a supermarket leaflet. Your job is to find some foods to make up a meal for a family of four. Some students will choose healthy foods, others will choose unhealthy foods. Try to choose things that are already in a bag or packet for about four people, so you don’t have trouble working out the cost.

r o e t s Bo r e p o u Write down the foods Tick the food k groups that S that you choose, and you have in your meal. Put a record the price as well.

F ood

P rice Price

____________________

$ _____

____________________

$ _____

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I will be making a healthy / unhealthy meal. (Circle one.)

circle around the one you have the most of. •Fats

•Fruit & Veg

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$ _____

•Grains

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Add up the prices to get a total cost: $ __________

Now, discuss with your class what you found and circle the answers:

. Healthy Unhealthy te o Which meals cost the most? Healthy. Unhealthy c ceasiest e Which meals were the h to find? Healthy Unhealthy r e o r st su After looking at some of the meals thatp your er Which meals contained the most food groups?

friends made up, which meal would you choose?

Healthy

Unhealthy

What might be result if you always chose this kind of meal?

P A G E 1 8 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Ready-Ed Publications

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Activity

Burger Flick 6 Book

Use this page as the front of a book. Cut out around the dark outline. Cut out three pages the same size and place behind the book, stapling where shown. Cut along the dotted lines. Starting with the front page, draw some interesting, healthy burger fillings in each panel. By the end, you should have a flick book that will give you many different combinations of fillings as you fold over different panels.

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Perhaps you can try some of these exciting fillings: grated carrot, low-fat cheese slices, veggie patty, beetroot slices, pineapple ring, corn fritter, fish fillet, egg slices, cucumber, gherkin, corn relish, tomato salsa, shredded cabbage, baked beans. What else can you think of? Ready-Ed Publications

P A G E 1 9 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Diet Report

For homework tonight, you will be scoring everything that you eat. Try to be honest and decide on the scores yourself. Remember to Take Home Sheet include snacks, drinks and desserts as well.

A Excellent: healthy food, such as fresh fruit and vegetables, salads, grains such as bread and rice, lean meat and dairy products such as milk and yoghurt.

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B Average: foods that are okay in small amounts, such as fatty meats, foods with lots of cheese, nuts, salads with dips or dressings.

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C Watch Out: foods that are very high in fats and sugars, and low in vitamins, such as chips, lollies, chocolate, fried foods, pastries, and fatty fast foods

As an extra challenge you can write a comment about the foods that you ate. Food

Score

Comment

Potato chips

Ate too many of these - made me thirsty!

Water

Stopped me from eating more chips.

Sandwich By Lots butl too much mayonnaise. © Read E dofPsalad ub i ca t i o ns

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•f orr evi ew pur posesonl y•

o c . c e he r Now it’s time to circle your overall score: Mostly A’s Mostly B’s Mostly C’s o t r s su r Write an overall comment to yourself about your diet for the evening: pe Challenge: Design a sticker for yourself. Think of a character or an animal and a short phrase, such as “What a healthy muncher!” or “It’s not too scary to choose more dairy!” Draw your sticker onto the circle. P A G E 2 0 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Ready-Ed Publications

Body Systems Activities 8-10 Teachers’ Notes

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

By completing activities in this section, students will develop the understanding that:

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The digestive system is comprised of several parts that contribute to the breakdown of foods so that they can be used by the body. Looking after the digestive system will complement a healthy diet, and vice-versa. The cardiovascular system is another system in the body that is influenced by our lifestyle and can reflect habits such as diet and exercise. Aerobic activity is one of the best ways to make appropriate use of the energy that is consumed in food.

Resource Book Reference Pages

Further information can be found in the Teachers’ Resource Book on the following pages: The Digestive System: P 17

The Cardiovascular System: P 18

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Suggested Flow of Activities

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Ensure that the focus of these lessons is not on retaining terminology and facts, but on understanding the role that these systems play in overall health, and to recognise ways that these systems can be looked after.

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Activity 9 will require a fair amount of setting up, but if students work slowly through these activities they should be successful and a lot of fun.

Activity 9: Items required for each station: St 1: 2 crackers per student, wall clock in view of students or 4 stop watches; St. 2: tube of half-finished toothpaste with screw-top; St. 3: snap-lock sandwich bag with banana or peanut butter sandwich and a few ml of water in it; St. 4: 2 - 3 rolls measuring streamers; St. 5: chopping board, 5 tomatoes, butter knives, roll of paper towel.

Ready-Ed Publications

P A G E 2 1 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Answers for Activity Sheets Activity 8:

Champion Chompers (teeth)

Keep Up The Fluid (large intestine)

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Stomach Of Steel (stomach)

Out The End (anus)

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Cyber Fibre (small intestines)

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Choose The Right Fuel (mouth)

Activity 9: Station 1 - Students should chew for 15 - 50 chews and 15 - 30 seconds. At first the cracker should be dry and tasteless or salty, then later it will become soft and sweeter as the saliva breaks down the starch into sugars; Station 2 - Involuntary = your body does it without thinking. Small words from the word “oesophagus” include soap, hag, has, gas, pass, so, go, goes, pus, pose, hose; Station 3 - In the “stomach”, the food will look and feel soft and mushy. The taste in the mouth after vomiting could be described as bitter, sour, burning or acidic; Station 4 - Other things as long as 5 metres could be a car, a shark, a boat, a bench, a room, a row of desks. Carbohydrates - rice, Vitamins - orange, Protein - chicken, Minerals - spinach; Station 5 - The paper towel absorbs the liquid, leaving the solid tomato chunks.

Activity 10: Jumbled words are heart, lungs, exercise, pumping, blood, breathed. Aerobic activities include running, swimming, cycling, aerobics, football, netball, soccer, athletics, dancing. Students may join a sports team for fitness, socialisation, enjoyment, competition, to be with siblings or friends.

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Some Suggested Classroom Activities for the “Body Systems” Section

Use technology materials to make digestive or cardiovascular systems, including tubes, containers, plastic bags, etc. Create a classroom display.

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Some great simulations and hands-on learning experiences can be found at: http://student.biology.arizona.edu/sciconn/mcmush.html

Write a story on “The journey of a pizza” as it travels down the digestive tract, from the perspective of the pizza. Advanced students could research what is absorbed into the bloodstream at each point in the digestive tract and relate this back to toppings on the pizza. Dissolve a variety of small portions of food in diluted hydrochloric acid (stored in a safe place) to predict and observe the breakdown of different types of food. Draw a maze or design a board game that represents the digestive tract. Create fun “chance cards” along the way, e.g. “You ate your food too fast and now you have indigestion. Lose a turn.”

Internet Links for Students www.kidshealth.org detailed, easy-to-understand description of body systems. http://yucky.kids.discovery.com/ gives a fun description of the digestive system, and other body parts.

P A G E 2 2 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Ready-Ed Publications

Student Information Page

Cardiovascular System Diagram Your heart and lungs work together like a machine to provide all the parts of your body with oxygen breathed in by the lungs and carried around by the blood. This is the work that they do: Heart - beats regularly to push healthy blood around the body; Lungs - the place where oxygen is passed into the blood and carbon dioxide is taken to be breathed out of the body;

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Trachea - the tube in the neck where air is breathed in and out;

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Diaphragm - a big flat muscle in the chest that moves up and down to help us breathe in and out; Ribs - the bones that help to move the chest in and out and protect the heart and lungs.

Trachea

Lungs

Heart (underneath)

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Ribs

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P A G E 2 3 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Our Body The Ultimate Spacecraft

Just like the finest spaceships, our body needs continual fine-tuning to keep us in good shape. We can be our own space mechanics by following some simple advice.

•Cyber Fibre

r o e t s Bo r e p ok u S •Out The End!

Your small intestines will thank you for eating fibre, found in fruit, vegetables and grains. Fibre holds water and keeps digestion running smoothly.

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Draw lines to match the fine-tuning tips to the parts of our digestive system:

Waste leaves our body from the anus. Sometimes, we can eat foods or catch a bug that makes our digestion work too fast, and we get diarrhoea. Get some medicine or visit your doctor if this lasts more than a few days.

•Keep Up The Fluids! © ReadyEdPubl i c a t i o n s In the large intestine, a large amount of water is taken back into •f orr evi ew pur pos sleaving onl • thee body, ay lump of solid

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waste. Make sure that you drink plenty of water to prevent constipation (difficulty in going to the toilet) when too much water is reabsorbed because the body needs it.

•Choose The Right Fuel

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Eating a diet with plenty of fresh foods and lots of variety will keep all of the body systems working well.

Our stomachs are not made of steel. Eating too fast can cause trapped wind and a full feeling.

•Champion Chompers

Brush your teeth twice a day - they are really important in making sure the food you eat is small enough for the stomach. P A G E 2 4 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Ready-Ed Publications

Activity

Hands on Gizzards

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

oesophagus

stomach small intestine large intestine anus

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Use this picture to remind you of where in the digestive system you are, as each group will be starting in a different part.

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This lesson will be very hands-on and lots of fun. Make sure you read and follow the instructions CAREFULLY so that you can really see what goes on inside us.

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This is where it all starts. When you chew, saliva enters the mouth from a special pouch called a gland. The saliva works with the teeth and tongue to break the food down. Chemicals in the saliva begin to change parts of the food so that your body can use it.

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. te o c Eat another cracker and this time, use the clock to count how many . c e r seconds you chewh for. I chewed for _______o seconds. e t r s suthe er pfood Describe the feel and taste of ...

Take one cracker and eat it. Count your chews (be sensible – it’s not a race). How many times did you chew before you swallowed? ____

When you first bit into it ____________________________________ When it is ready to swallow __________________________________

Health Tip: Keep chewing your food until it is soft and liquid, like a thick shake. This way you have already done a lot of the digestion in your own mouth! Ready-Ed Publications

P A G E 2 5 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Station 2 - The Oesophagus Even though it sounds like the name of a prehistoric dinosaur, the oesophagus is the name of the tube that food travels down to get to the stomach. Allow each member in your group to have a go at gently squeezing the toothpaste up and down the tube (keep the lid ON!). The oesophagus pushes food down to the stomach in the same way.

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This movement is involuntary. This means: (Circle the correct answer.)

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a) It hurts. b) Your body does it without thinking. c) It takes a very long time.

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Use the letters from OESOPHAGUS and see how many smaller words you can make.

Health Tip: Only swallow your food in small amounts, and take some breaths in between.

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Use your hands to act as the muscles in the stomach wall and move the food in the bag around. Describe how the food looks and feels:

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This movement, as well as some special juices in the stomach, make your food even smaller so that it can be changed into energy and used by the body.

o c . cstrong e You might know how the juices in your stomach are he r o if you have an awful taste in your mouth after you have been sick. t r s s r u e p Write a word to describe this taste:

Health Tip: The sound you hear when your stomach ‘gurgles’ is called borborygmus. It is actually the sound of food passing through the many tubes in your digestive system and doesn’t always mean you are hungry. Your brain is actually pretty good at deciding when you have had enough. If you feel full, it is time to stop eating. P A G E 2 6 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Ready-Ed Publications

Station 4 - The Small Intestine The small intestine is actually pretty long! It is about 5 metres long in an adult, and yours might be getting close to this already. The job of the small intestine is to take all of the nutrients – healthy stuff like vitamins and minerals, carbohydrates and protein – to the body so that they can be used. Use the streamers and the ruler and measure out a ‘small intestine’ for yourself that is 5 metres long. Stretch it out with a partner.

r o e t s Bo r e p ok u S Eating a healthy, balanced diet will help to make Health Tip: What can you think of that would be about this long?

sure that the small intestine can do its job properly. Match the food to the nutrient below.

Carbohydrates (Clue: Grain group)

ORANGE

Vitamins (Clue: Fruit)

SPINACH

Minerals

CHICKEN

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Now use the streamer to figure out how it might all fit in your body. How do you think it all fits in?

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Station 5 - The Large Intestine

The final section in the digestive system is the large intestine, which is thicker, not longer, than the small intestine. In the large intestine, water is absorbed back into the body for use, so that the waste comes out of the body quite dry.

. tein your group can cut up the sliced tomato into smaller o One member pieces. c . Another memberc can place three sheets of paper towel over the top of the e hepress r tomato pieces and gently down. o t r s super What happens?

Health Tip: Some people have diseases that affect their digestive system. Anyone who is having problems when going to the toilet should visit a doctor for advice. Ready-Ed Publications

P A G E 2 7 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

breathed

Heart Starters

exercise

lungs

Some of the sentences below look like they have some strange alien words in them. Use these words to un-jumble the words in the paragraph below.

oxygen

blood

heart

pumping

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Your traeh ________________ and your uglns ________________ work together to take oxygen to all parts of your body. Your body needs more oxygen during sxeeircs ________________ because this is how energy is used to keep all your muscles working.

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The air that you breathe in contains a lot of gnoeyx _______________. This air travels down a tube from your mouth called the trachea, and _____________ into 2 branches called the bronchi, which lead to the lungs.

In the lungs, the oxygen moves into the blood. This blood travels to your heart. The heart has the special job of nugimpp ________________ the lodob _______________ around the body. The heart is strong, and will only ever stop beating if something is very wrong. Imagine that you are squeezing all of the water out of a big sponge. That’s similar to how the heart pumps the blood.

When the body has used all the oxygen in the blood, the “old” blood returns to the lungs. There is something in this old blood called carbon dioxide. This carbon dioxide is moved back into the lungs and then earhdtbe ________________ out of the body.

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It is important to do a lot of exercise so that the heart and the lungs stay strong and healthy. The more exercise we do that makes our breathing and heart faster (called aerobic activity), the healthier we will be, and the easier it will get. Talk with your partner and draw three types of exercise and sport that you think might be good for your heart.

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Write down three reasons why it is a good idea to join a local sport club. 1. 2. 3. P A G E 2 8 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Ready-Ed Publications

Exercise Activities 11-16 Teachers’ Notes

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

By completing activities in this section, students will develop the understanding that:

Physical activity can be carried out in many ways, and there are plenty of enjoyable alternatives to sport.

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The influence of television and the computer has reduced the opportunities that students have to exercise. There are solutions, as long as students and their parents are willing to seek a balance in view of their health. Creative skills can be used to use sports equipment in a variety of ways to increase fitness.

Appropriate bicycle safety can increase opportunities to cycle in the community. This is a simple and fun way to increase fitness. It is important to self-monitor health habits such as exercise, water intake and rest, so that adjustments can be made if any are lacking.

Family and community members enjoy a variety of physical activities that help them to maintain fitness and health.

Further information can be found in the Teachers’ Resource Book on the following pages: Why Exercise?: P 19 Types of Exercise: P 19

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Sport Solutions and Alternatives: P 20 How Do I Programme?: P 21 Active Games with a Health Theme: P 21

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Integrate lessons with fitness or physical education lessons. Liaise with the physical education specialist so that they reinforce the understandings in this unit. Draw students’ attention to the way that they are able to concentrate better after quick breaks for stretching or walking to the water fountain. Collaborate with a buddy class to share student’s ideas for obstacle courses.

Materials Required for Activities Activity 13: As many different pieces of sport equipment as possible: basketballs, tennis balls, footballs, plastic bats, racquets, markers, skipping ropes, hoops, batons, quoits, beanbags, foam balls, simple stilts, balance beams, monkey bars, mats. Activity 14: Posters and print media to stimulate awareness of bicycle safety. Activity 15: Calculators, water bottles, cups and measuring jugs to illustrate water amounts. Ready-Ed Publications

P A G E 2 9 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Answers for Activity Sheets Activity 11: Games in playground – ball games, hoop, skipping, chasey, climbing. Chores – sweeping, making bed, washing car, vacuuming, gardening. Leisure – walking the dog, bike/bicycle. Activity 12: Ideas include limiting time on the computer or only having certain days to play, alternating screen and sport activities, using computers as an incentive to join in sport activities, choosing only computer or TV each night, saving the computer for rainy days only. Activity 14: Wear – bright, comfortable clothing, flat, closed shoes, e.g. sneakers, sunscreen, hat, helmet; Bike – light, bell, reflectors, appropriate height, carry basket, brakes and chains in good working order, bright flag; Paths – continuous, flat, lean rails, well marked and signed, well maintained, well lit.

r o e t s Bo r e p ok u S Suggested Classroom Activities Some for the “Exercise” Section

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Activity 15: Students should be engaged in physical activity for at least 30 min – 1 hour each day. Any more than this is very good. 8 – 10 glasses of water should be consumed each day (2000 – 2500ml). Students should be getting at least 9 hours of sleep each night.

Students can play “Leisure Bingo” where class brainstorms common activities and writes them on a large grid (one activity per square), then circulates the classroom, asking peers to sign the square if they play, or have played that sport or leisure activity.

Discuss the pulse – what it is and how it increases with exercise. Find pulse and measure before and after physical activity. Find out how long it takes to return to normal (resting pulse). The fitter the person, the faster it takes to return to normal.

Students can work in small groups to contact local sport and leisure clubs by telephone or letter and ask for information to be sent to the class for display.

Paint a giant TV screen and pin up on a wall. Students can then draw pictures of any exercise that they can do whilst watching television, such as stretches, hula hoop, aerobics, exercise bike, treadmill, weights, etc.

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Use technology materials to design play equipment that helps to promote exercise. Display as a whole class “playground”, complete with written tips on how to use the equipment safely.

Use the library or the Internet to find out about outdoor games played in other countries. If the rules and equipment are available, class can play games during fitness.

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Buddy up with a class of the same age from another school. Students can write the rules for a fitness game that they know, along with a short letter about themselves and how they like to stay healthy. This allows students to share motivation, increase their bank of known games and practise skills in letter and procedure writing.

www.gamekids.com/gkgame1.html non-computer games for kids with simple instructions www.sofweb.vic.edu.au/students/kids/vclass/sport.htm a range of sports-related links, rules,

information, etc.

P A G E 3 0 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Student Information Page

Road Safety and Exercise Many people may avoid walking or cycling because they feel that the roads in their local area are not safe. Below are some safety rules that you might already know. When walking:

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• Always walk on a pedestrian path if provided, or on the side of the road, facing cars coming towards you so you can see them.

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• Cross roads at marked pedestrian crossings, where there are crossing attendants or at traffic lights. Even when crossing at a safe place, still check both ways by looking and listening before crossing, and walking quickly across without stopping.

• Avoid crossing roads between parked cars as they limit your vision and you can never be sure when a parked car is going to pull out. • For the same reason, avoid walking behind parked cars in a parking lot or crossing roads near a corner that you cannot see around. • When walking near traffic, wear comfortable shoes and bright clothing.

When riding a bicycle:

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• Safety Houses are homes, shops or businesses that have a bright yellow logo of a smiling house that can be seen from the road (often on a mailbox). These places have been checked by police as a safe place to go to if you feel worried or frightened about something when walking. There will usually be someone home to help you out.

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• Do regular safety checks on your bike to make sure all parts are working properly, especially safety features such as brakes, bell and night light.

. te o c Ride on designated bike paths wherever possible. . c e herto let others knowst r Always use the correct signals if you o super are stopping or turning.

• Always wear a safety-approved helmet with adjustable straps, as well as flat, enclosed shoes and comfortable clothing. • •

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P A G E 3 1 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Exercise Beyond Sport

Help the aliens to write their newspaper article by filling in the blanks:

THE DAILY STAR r o e t s Bo r e p ok u S

Date: _____________ Our investigation team, who have been observing life on planet Earth, have noticed something interesting. This thing that earthlings call “exercise” seems to come in many different forms. There are clever earthlings that have thought of ways that they can exercise all the time without even thinking about it.

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Some earthlings play active games in the playground, like these ones:

© ReadyEdPubl i cat i ons Younger earthlings help the older earthlings around their homes. Some of • these • f o r r e v i e w p u r p o s e s o n l y things they call “chores” can also be good exercise, such as these three: _____________________

_____________________ _____________________

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There are many other ways to exercise, too. Some earthlings own a four-legged creature, and they get good exercise by w______________ their d_________. Other earthlings go to their learning place (called school) by sitting on a machine with two round legs and using their own legs to make the two round legs move.

. te o This is called a b___________. c . ch e We interviewed an earthling called _____________________ (write your name here). r er o t s sup This is what they said about their favourite way exercise without doing sport: etor

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“ P A G E 3 2 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Activity

Cyber Fit

One of the reasons why kids do less exercise today is that they spend more time on the computer than they do outside for fitness.

Milkette has written some helpful tips to increase your fitness when on the computer.

Draw some pictures for the following:

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Try some simple stretches every 10 minutes to keep your arms and legs moving.

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Take regular breaks by walking to get a glass of water.

Look up some different types of exercise on the Internet and then go outside to try them.

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o c . e See how manyc other h r e o t r ideas your class can s s r u e p think of to increase your fitness in the computer age. Write your ideas on the computer screen.

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P A G E 3 3 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Intergalactic Obstacle Course

Your teacher will place 12 different pieces of equipment at the front of the room. Your task is to work in groups of three to think about how these can be used to make a fitness course. You can choose to set out the course anywhere in the school, maybe the playing field, basketball court or the undercover area.

Your obstacle course needs to have 4 stations. You can use anywhere between 5 and 12 pieces of equipment. Try to be creative! What else can you do with a ball apart from throw it? How could you use a hula-hoop?

Equipment

What do you do?

Draw it.

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r o e t s Bo r e Where will you do the obstacle course? ____________________ p o u k Station : S

Equipment

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. t How many times?e Station : Equipment

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What do you do?

How many times? P A G E 3 4 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Station : Equipment

Draw it.

What do you do?

r o e t s Bo r e p ok u Now draw how Sthe whole obstacle course will look:

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How many times?

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You might like to tell your whole class about your design. Put a star next to your group’s favourite station and your teacher can use it in an obstacle course that your whole class does for fitness. Ready-Ed Publications

P A G E 3 5 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Pedal Power

Imagine that your school is going to help all of the students get fit by asking everyone to ride to school. Think of some things that might make riding to school safer and more fun.

Write down your ideas with a partner, and then draw your ideas on or around the student shown below.

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What should you wear?

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features should the bike have?

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What sorts of things would help the bike paths to be safer?

P A G E 3 6 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Activity

Healthy Measurements

Protina wants to know some measurements of how you take care of yourself.

How long do you exercise for? Write down how many minutes you do these for each day. If you don’t do them, write 0.

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_______ minutes _______ minutes _______ minutes _______ minutes

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Walk or ride to school: Fitness or P.E. lessons: Active play at recess (playing with equipment, running, climbing on forts): Active play at lunch: Walk or ride home: Outdoor play after school (sport training, riding, skating, walking dog):

Use a calculator to work out the total number of minutes that you exercise for: Total = ___________ minutes

How much water do you drink each day?

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1 glass of water = 250 ml.

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Challenge: How many hours is this? _____ hours and _____ minutes.

I drink ___________ glasses of water, which equals ___________ ml.

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o c . cdohe How many hours you sleep for? e r o t r su I go to bed at ___________ pm. I wake up r ats ___________ am. pe

(Remember that one big drink at the water fountain, or one small bottle of water on your desk are both equal to a glass of water).

This means that I sleep for ___________ hours. Which of these things do you think is your healthiest habit? What could you do more of?

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P A G E 3 7 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Fitness Tips

Find someone that you know who likes to do exercise. It may be family, friend or a neighbour that you know well. Interview them about their fitness knowledge.

Take Home Sheet

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Person interviewed:

What kind of sport or exercise do you do? ______________________________

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How often do you exercise? __________________________________________

What special training do you have to do? ______________

_________________________________________________ _________________________________________________ Why do you like to do this exercise / sport?

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Do you belong to a club where you exercise? ___________________________

Describe how exercising makes you feel: __________

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What advice would you give someone who wanted to try this exercise or sport? ____________________________________________________________________

. teof this person doing their exercise: o Draw a picture c . che Would you like to r trye this sport or exercise? o r st su__________________________________ per

____________________________________________________________________

Why/ Why not? _____________________ __________________________________ __________________________________ __________________________________

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Self-Esteem Activities 17-20 Teachers’ Notes

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By completing activities in this section, students will develop the understanding that: Goal setting can be carried out in many different areas of health and fitness. Goals should be specific and measurable so that it is easy to see when they have been reached. Self-worth can stem from recognising one’s qualities in a holistic sense, i.e. accepting all aspects of oneself such as personality, skills, physical appearance, personal interactions and self-care. Diversity in people creates a more interesting society. Difference should not be used as a basis for rejection. People in your immediate environment are able to boost self-esteem by giving recognition and positive feedback.

Further information can be found in the Teachers’ Resource Book on the following pages: Self Esteem Facts: P 24 Peer Pressure and Junk Food: P 25

Display posters of different people around the room to show that all shapes, sizes and physical attributes are accepted. This will not be promoting obesity, but rather reducing the constant selfesteem battering that overweight children receive by unrealistic “thin” images prevalent in visual media. The first step towards change is self-acceptance.

Answers for Activity Sheets

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This section depends on personal responses. Answers will vary. Encourage students to be honest and positive about themselves. Respect confidentiality, e.g. do not force students to read their answers out, and provide a code, such as a star at the corner of the page, if students are uneasy about their work being displayed.

Some Suggested Classroom Activities for the “Self-Esteem Section

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www.education-world.com/a_lesson/lesson085.shtml contains some excellent, simple self-esteem activities for students. www.cln.org/themes/self_esteem.html another collection of fantastic ideas. Students create a “Me” cereal. They can cover a box with white paper, include a picture of themselves, list ingredients as personal attributes such as “ blue eyes, kindness, humour, good listening”, etc. On the back, students can include other pictures - “serving suggestions”, depicting themselves carrying out their various interests. Design a “real” toy. Show students how dolls and action figurines are unrealistic. Students then draw a design for a realistic doll or figurine with freckles, glasses, Bandaids, etc. Jellybean Compliments. Place jellybeans on a plate in the centre of a circle. Ask students to think of one thing that they are good at. The plate of jellybeans gets passed around and in order to obtain a jellybean, the student says, “I am good at …”. If they find this difficult, then another student may give them a compliment and a jellybean at the same time. Host a “special skills” lesson. Students who may not necessarily be good at schoolwork or sport may be able to wiggle their ears, perform a magic trick or recite a tongue twister. Give awards to all participants.

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P A G E 3 9 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

The Solar System to Health

Goal setting is an important part of living a healthy life. For each planet, write a goal that can lead to the “sun of health”.

Think of a healthy food that you need to eat more of:

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I will eat _________________ every day / a few times a week . (circle one)

Instead of _________________ , I will eat _________________ . What should you drink more of? (circle)

Water

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Think of an unhealthy food you need to eat less of:

Juice

Milk

I will drink _________ glasses of _________________ each day. Think of a sport that you might like to play.

I will find out about joining a ________________________club. ©R eadyEdPubl i cat i ons •f orWhat r ev i ew pur posesonl y• other kinds of exercise could you do?

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Who could you ask about being healthier?

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I could get fit by _______________________________ each day.

I will ask ______________________ some advice about health.

. TV) that teThink of an unhealthy habit (like watching too much o c you could do less of: ___________________________________ . che e r o t r s su What is a healthy food you would like to order from er pthat

the canteen? _________________________________________ Why do you want to be healthy? _________________________ ____________________________________________________

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Activity

Give Yourself a Hand

Creatures from the planet Salad only have three fingers. Luckily, we have a few more to help out. Trace your hand in the space below and think of one good thing to write about yourself inside each finger.

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Try to include some of these: • Something you like about your body (smile, eyes, hair, teeth, nose); • Something you like about your personality (friendly, caring, funny); • Something you are good at (maths, reading, sport, dancing, board games); • Something your parents like about you (helpful, polite, well-behaved, thoughtful); • Something your friends like about you (you can ask them if you like!); • Something you do to look after your health (exercise, eat well, sleep well).

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Decorate your hand when you have finished, but make sure you can still see the writing.

Challenge: Use some spare paper and make a hand for

someone that you care about. Ready-Ed Publications

P A G E 4 1 HEALTHY BODIES, HAPPY KIDS – MIDDLE

All The Same Is Just Too Tame!

Our alien creatures all look very different.

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Place a circle around your favourite one.

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Activity

In class, your teacher will ask you to raise your hand for the one you liked the best. Did everyone like the same one? _________________ Why do you think that your classmates all liked different aliens?

© ReadyEdPubl i cat i ons Just like the aliens, we here onw Earth are allp different too. • f o r r e v i e p u r o s e sonl y• Write something that is different about the way you look that you are proud of:

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What happens if we are unkind to people that look different to us? Talk about it. Write some ideas here on what would happen if there was a planet where everyone looked exactly the same:

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Challenge: On a separate sheet, create a poster that tells people to include others who look different. Include a slogan and a picture. Look up some of these words in the dictionary. You might like to use them on your poster: judge

diversity

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variety

discrimination

tolerance

acceptance Ready-Ed Publications

Take Home Sheet

Activity

Self Esteem 20 Buddy

There are many people that care about you in your life. Find someone that can fill this sheet out with you (it might be a parent, older brother or sister, or another relative or family friend). My buddy thinks I look great when I:

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My buddy is proud of the way that I:

My buddy thinks I am good at:

My buddy knows I take care of myself because I:

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thinks I am fun to be around because:

o c . che e r o t r s super Signed: Student: __________________________ Buddy: ___________________________

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P A G E 4 3 HEALTHY BODIES, HAPPY KIDS – MIDDLE

The Media Activities 21-26 Teachers’ Notes Understandings

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By completing activities in this section, students will develop the understanding that: Food packaging and advertising contains a combination of factual information and enticements to purchase the product. It is important to distinguish between these so that the consumer knows what they are buying, and they are choosing the food because of taste preferences and health benefits rather than marketing ploys. Television is a leading contributor to obesity/health risks due to the fact that watching television is a sedentary alternative to outdoor physical activity, and many “junk food” commercials are televised during children’s viewing hours, encouraging students to choose unhealthy diets.

Further information can be found in the Teachers’ Resource Book on the following pages: “Junk Food” and The Media: P 26

Materials Required for Activities

Activity 21: A different “junk-food” advertisement for each student, from magazines, newspapers or fliers. Activity 23: Samples of labels from empty food containers. Activity 24: Images of mascots, e.g. cartoon animals for cereals, fast food mascots.

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Activity 22: Answers will vary, for example it is important to include ingredients because people like to know what they are eating. It is important to include a picture so that people know what the product will look like. People read labels for many reasons, including avoiding allergies, buying Australian products, choosing fresh ingredients instead of preservatives, choosing low-fat varieties.

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Some Suggested Classroom Activities for the “Media” Section Hold a “brand name” investigation. Begin with a discussion about which brands and well-known products students think are “the best”. Bring in foods with large brand names and similar “no-name” products. Cover the packages and allow students to taste and guess or compare the products. Some of the results will be surprising. Discuss how the media has influenced the students’ taste preferences.

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Play 10 or more advertisements on videotape from children’s viewing hours and 10 advertisements from adult viewing times (ensure there is no inappropriate content). Compare the type of commercials and discuss the number of food commercials that appear. Ask students why they think most fast food ads appear during children’s viewing hours. Students can make healthy food posters or make up healthy food skits for a junior class, and post or present these during a buddy class session. “Silly Slogans”. Students compile a list of well-known “junk food” slogans and jingles from television commercials for the blackboard. Students then change these slogans to promote warnings about the dangers of too much unhealthy food, e.g. “A burger every day makes your health go away.” Students design a “Mute List”. Devise a list of things that can be done during commercial breaks by placing the television on mute. Suggestions can range from sensible, such as going to get a glass of water, stretching exercises or learning a spelling word, to the silly, such as trying to touch their nose with their tongue, or counting the freckles on their arm. Each student can choose their best sensible and silly suggestion for a class list that can be given to parents as a fun gift. P A G E 4 4 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Student Information Page

Advertising Tricks The people who make advertisements for big companies are very clever at making you want to buy. Here are a few ways that advertisers try to make things look good. Draw a picture under each:

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Offering you free things or a competition:

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Making you think that if you buy the product you will be happy or popular:

Singing a song or jingle that gets “stuck in your head”:

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Telling you that another similar product is not as good:

. te o Making the product seem like a mystery so that you buy . itc to find out more: che e r o r st super Using a famous person to tell you how good the product is:

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P A G E 4 5 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Activity

Crime 21 Interview

You are Detective Sergeant Ad-Fighter and you have just made an arrest. The suspect is a junk food advertisement (which your teacher will give you a copy of). Your mission is to interview the suspect, answering these questions below, to find out if they might be talking kids into eating more “junk food”.

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Where do you think this advertisement was found (magazine, newspaper, junk mail)?

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Which parts of the advertisement are making you want to buy it (happy customers, exciting or colourful pictures, free things)? _______________________________________________

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Who do you think this advertisement has been made for (who will be looking at this advertisement and wanting to buy the product – children, teenagers or adults)?

a slogan

cartoon character

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Why do you think this food is unhealthy?

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famous person

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o c . Is there anything in c this advertisement that you think is not true? e her r o t s super

Do you think this is a “guilty” product? If you would like to make an arrest, please sign here: Thank you. You have saved the day by wiping out another dangerous perpetrator! P A G E 4 6 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Activity

Label 22 Wars

Many people think that the labels on foods that we buy do not really tell us what we need to know. After looking at some empty boxes in your class, and talking with your teacher about the different parts of the labels, have a go at filling out this chart.

Do you think that these things are important or not important to include on a food label? Tick the box to show your feelings.

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Part of Label Ingredients

Important

Not Important

Nutritional panel (telling you how much fat, vitamins and other nutrients) Weight of the food (how much is in the packet) Serving suggestion

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Picture of the food

Use-by date

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Where the food was made

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Address of the company

Talk about your answers with your class. Choose one of the label parts and write why you think it is important to include this on a package:

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Challenge: Why do people read labels when they are shopping? Think of as many reasons that you can and write them on the back of this sheet. Ready-Ed Publications

P A G E 4 7 HEALTHY BODIES, HAPPY KIDS – MIDDLE

Create a Label

Use the ideas in the last worksheet to create a label that will give some important information about the food. You might like to use a healthy food that you know a lot about, or perhaps you can use a food or recipe you have invented.

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Activity

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Show your package to a friend. Can they imagine what the food is like from the information that you have given? P A G E 4 8 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Activity

Missing (A)

Bernie is a very famous magician who is seen on many fast food ads. His favourite phrase was “You’re a cool dude if you eat junk food”. Suddenly, he has gone missing! You work for a health food company, and you think this might be your chance to create a new character that tells kids to eat healthy snacks.

• Your character might be an animal, a cartoon, a sports star or even an alien. • They might be eating or carrying the food, or maybe even look like the food. • They should be saying a catchy phrase that has a healthy message.

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r o e t s Botheir healthy message. r e Draw your character below. In the speech bubble, write p ok u S

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Challenge: On the next sheet, design a TV commercial by

drawing a scene with your character in each box, talking about how healthy snacks are good for you. Ready-Ed Publications

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Activity

Missing (B)

Advertisers use a storyboard to show what will happen in their commercials. You can use this technique to create a television promotion showing your character advertising a healthy food.

Think of four scenes or images that will make the TV audience want to buy a product your health food company makes. Draw a different scene in each box. You might like to use speech bubbles if your character is talking, or write captions underneath if there is a “voice-over”.

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Find a creative way to present a final copy of this commercial. P A G E 5 0 HEALTHY BODIES, HAPPY KIDS – MIDDLE

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Take Home Sheet

Activity

Slothy Screen Turnoff Week

Oilyan is giving you a challenge this week to see how well you can do without television or computers. If you do not spend any time watching TV or on the computer, then leave that part out.

At the start of the week, answer these questions with your parents.

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How much television do you watch each day? ____________ hours

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How much time do you spend on the computer each day? (Do not include any homework time.) ____________ hours

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Now decide on a goal: Write down an amount of time that is a lot less for each activity. This week I will aim to only watch ____________ (time) of television each day and spend only ____________ (time) on the computer. Sometimes it helps to choose a favourite TV show or computer activity, so that you are making the most of your time. Write one or two favourites below.

It is also useful to write some ideas down for some active games that you can do instead. Remember that the aim is to increase fitness, so outdoors is best! (For example walking the dog, going to the park, bike riding, kicking the footy.) Instead of slothy screen time, I will ____________________________________

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Now for the test. Start on the day that you get this homework sheet and fill in time you spend on each activity. Good luck!

. t Monday e Day

Tuesday Wednesday Thursday

o Hrs c . c e Hrs mins Hrs mins Hrs her r o stmins Hrs supe Hrs mins Hrs r Television Hrs

Computer

mins

Hrs

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mins

mins mins mins

Hrs

mins

Hrs

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Hrs

mins

Friday

Hrs

mins

Hrs

mins

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Saturday

Hrs

mins

Hrs

mins

Hrs

mins

Sunday

Hrs

mins

Hrs

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Hrs

mins

How did you go? The slothiest day was ______________________. The healthiest day was _____________________ . Ready-Ed Publications

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