AHPES Health For Years 3-4: Part 1 by Ready-Ed Publications

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Title:

Ready-Ed Publications

Australian Health And Physical Education Series

Health For Years 3 - 4: Part 1

Acknowledgements i. Cover image: www.istock.com/pamspix ii. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. iii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

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

ISBN: 978 186 397 953 5 2

Contents 4 5

SECTION 1: Successes And Challenges Define Me

Teachers’ Notes 35-36 Safety In The Playground 37 Accident Report 38 Medicine And Me 39 Medicines And Drugs 40 Storing Substances Safely 41 Warning Labels 42 The Food We Eat 43 Budding Tastes 44 The Australian Guide To Healthy Eating 1 45 The Australian Guide To Healthy Eating 2 46 Food Choices 1 47 Food Choices 2 48 The Great Cheeseburger Debate 49 A Square Meal 50 Veggie Power 51 On The Move 52 Increase Physical Activity Levels 53 How Active Am I? 54 Get Physical 55

Teachers’ Notes 7 Successes 8 The Recipe Of My Success 9 My Talents Make Me Successful 10 My Family Is My Passport To Success 11 My School Helps Me To Develop 12 My Class Environment 13 Classroom Safety Affects Me 14 Challenges - Seeking Help 15 Optimistic Thinking 16 Responding Positively 17 Persistence 18 Meeting Challenges 1 19 Meeting Challenges 2 20 Meeting Challenges 3 21 Meeting Challenges 4 22

SECTION 4: My Wellbeing

Teachers' Notes National Curriculum Links

SECTION 2: Coping With Change

Teachers’ Notes Things Change Changing Friendships 1 Changing Friendships 2 Changing Friendships 3

24 25 26 27 28

Section 3: Staying Safe Teachers’ Notes Feeling Safe And Unsafe Feeling Unsafe Or Uncomfortable Be Assertive

30 31 32 33

SECTION 5: Active And Fit - The Benefits Teachers’ Notes Square Eyes Screen-Time My Screen-Time Reducing Screen-Time Screen-Time Solutions Physical Activity And Sleep Physical Activity Survey

57 58 59 60 61 62 63 64

Teachersâ&#x20AC;&#x2122; Notes Health For Years 3-4: Part 1 is part of the Australian Health And Physical Education Series which comprises ten books in total. Health For Years 3-4: Part 2 is written by the same author. This book will help to develop students' emotional and social skills to support and promote their sense of personal identity and place in the community. This book is organised into five sections that have a strong focus on one of three strands of the Australian curriculum: being healthy, safe and active. Section 1, entitled Successes And Challenges Define Me asks students to examine how their family, relationships and school contribute to the development of their unique personality, sense of wellbeing and achievement in a variety of domains. Special attention is given to the importance of taking on challenges as an opportunity for building other life skills such as perseverance, resilience and selfconfidence.

Section 2 entitled Coping With Change addresses changes that are common in the development of 8 to 10 year olds. The activities invite students to reflect upon the changing nature of friendships as they grow older and the need to adjust to change.

Staying Safe is the third section in the book and looks at the concept of feeling safe and unsafe. Students will discuss how they feel in situations that make them feel uncomfortable, unsafe or in danger and learn how to assert themselves firmly and calmly.

My Wellbeing is the fourth section in the book and addresses safety issues in the playground and the storage of harmful substances at home and at school. Students will be asked to interpret safety messages on medicines and common household products and propose safety measures to prevent accidents. Students will also be introduced in this section to the Australian Guide For Healthy Eating designed by the Australian Government and reflect upon their food choices and eating habits. As being active is a key part of healthy choices, students will complete a log of their physical activities and compare this with the recommended two hours per week. The final section in this book, Active and Fit - The Benefits, examines the effects of too much screen-time on health and wellbeing. Students will reflect on their own amount of screen-time and suggest ways in which this time could be reduced. The advantages of a good nightâ&#x20AC;&#x2122;s sleep are also highlighted. Each section in this book is accompanied by teachersâ&#x20AC;&#x2122; notes which include: answers, background information and suggested ways to introduce the activity pages. All of the activities have a self-explanatory format and are well-supported by appealing illustrations designed for 8 to 10 year olds.

National Curriculum Links BEING HEALTHY SAFE AND ACTIVE Examine how success, challenge and failure strengthen personal identities (ACPPS033) • • • •

examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking persisting with new activities and examining how success through persistence can have positive outcomes and strengthen identities explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things

Explore strategies to manage physical, social and emotional change (ACPPS034)

•

discussing physical, social and emotional changes that occur as individuals get older, and exploring how these changes impact on how they think and feel about themselves and different situations exploring how friendships change as they grow older and identifying strategies to manage change identifying people or sources of information that they can access if they have questions about the changes that are occurring

•

• •

recognising physical responses that indicate they are feeling uncomfortable or unsafe rehearsing assertive behaviours and strong non-verbal communication skills identifying and practising appropriate responses to unsafe situations in relation to drugs and drug use indicating on a local map the location of safe places and people who can help examining protective behaviours to stay safe in different situations, including near water or roads, in the park or when someone makes them feel uncomfortable or unsafe

• • •

Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)

Identify and practise strategies to promote health, safety and wellbeing (ACPPS038) •

• • •

identifying how medications and other substances can be stored safely in the home and at school examining their own eating patterns by researching The Australian Guide to Healthy Eating and identifying healthier food choices proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels identifying and practising ways of behaving in the playground that ensure the safety of themselves and others

Section 1:

Successes And Challenges Define Me

T eachers ' N otes

Successes And Challenges Define Me

Section 1

The activities on these pages look at strategies for tackling challenges and seeking help to overcome obstacles to achieve success. Share with the class times when you have struggled to complete a task or couldn’t get the "hang of" a new skill being taught. On completion of page 15, compile a list of “go-to” people who would be ready to offer help. Pages 16 and 17 ask children to look at the bright side of a situation – a way of thinking that builds resilience and helps children to value the positive strengths in themselves. Reinforce to the class that everyone experiences days when things go wrong. The ideas generated in the Extra task on page 17 could be published in a class booklet to be displayed in the classroom or library.

The focus in these activities is how our personal identity is influenced by our interactions with others in different domains. For page 8, model for the class how other people help us to succeed by sharing a personal anecdote about how the comments of family and friends can give us the incentive to do our best and succeed. For pages 9 and 10, the concept of “personal quality” is explored. Explain to the class that a personal quality can highlight a strength or a weakness, e.g., gentle and lazy. You could discuss how a perceived character flaw like stubbornness can actually help people to persist to achieve positive or negative outcomes. Dictionaries will come in handy to add to the vocabulary box in the identification task on page 9. To follow up on the appreciation of personal qualities, children are asked to award themselves a decorative badge showcasing their special quality or talent.

Notes for pages 15, 16, 17, 18, 19, 20, 21 and 22

Notes for pages 8, 9 and 10

Notes for pages 11, 12, 13 and 14

SUGGESTED ANSWERS FOR PAGE 18 Showing persistence: I will not let this beat me; I am not going to fall down this time; This time, I am going to score a goal; If she can do it, I can; I am going to practise for 5 minutes every night, and eventually I will understand this; I am going to go away, have a drink and come back to this. Giving up: I quit!; I’ll never be as good at this as him; I can’t do it; I’m so bad at this; I’ll never be able to do this. Suggested tips for building persistence: Cut out an image of what you want to achieve and put it where you can see it; make working toward your goal fun – play music on, have someone do the activity with you; mark your progress on a calendar – you will be able to see how far you’ve come!

The focus in these activities is exploring the role of the family and school environment in shaping a child’s feeling of belonging, achievement and safety. Children should share their passports on page 11 to develop an awareness of the different kinds of family compositions and cultural heritages in their class. Guide feedback on children’s responses towards the commonality of many of their family and school experiences that help them to develop and succeed. ANSWERS FOR PAGE 14 Don't carry scissors facing outwards; do not swing on chairs; don't chew on pencils; don't pull heavy objects off shelves without adult help; keep the fire extinguisher uncovered at all times; don't stand on desks; keep electric cords hidden; keep the floor clear of all objects; do not throw stationary - always pass objects to one another safely.

SUGGESTED ANSWERS FOR PAGE 21 1. Toby was always arriving late to film club because he was taking the long way round to avoid the magpies. 2. Toby decided to make a film about his fear of magpies for the school’s film festival. 3. “He wasn’t so afraid of them anymore…He even began to understand why they swooped”; “Toby was so excited to hear the chirps of baby magpies..” ; “He beamed at Clara….”

Successes

Activity

 When you achieve something it makes you feel even better if your family and friends say nice things about you.

“My best mate won.”

“You won!”

“You make me so proud.”

“Congratulations!”

“You are so talented.”

“Well ran.” ”First place, that's great mate.”

“Keep it up.”

“You are the best runner."

“Can I see your badge?”

 Draw yourself achieving something in the frame, then write down two things that your family and/or friends said to you about this success.

 Choose one of the sayings above and explain how it made you feel. 8

_ _____________________________________________________________ Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school.

The Recipe Of My Success

Activity

ď ą You experience successes in your life because of your personal qualities.

a teaspoon of tidiness

a cupful of confidence

a pinch of patience

a sprinkle of stubbornness

a splash of sympathy

a dollop of determination

a handful of honesty

= ME!

ď ą Write your personal qualities around the bubbling pot, to reveal the recipe of your success. The words at the bottom of the page might help you.

thoughtful dreamy dependable friendly shy unselfish

cheerful bright respectful lively brave generous

energetic creative funny adventurous curious artistic

kind caring sporty sensible neat well-mannered

Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Examining factors that support personal achievement and development of personal identities, such as the influence of family, friends and school.

Activity

My Talents Make Me Successful

Everyone has talents that are admired by other people. You might be a creative artist, a great singer, a good reader or a talented acrobat.

4. 5. 6. 7. 8. Me!

Talents

Name 1.

ď ą Write down the names of seven classmates below. Then write down their talents. Question people in the class to find out their talents. Include yourself! If you are unsure of your talents, ask your peers and teachers.

ď ą Award yourself a decorative badge for being talented. AWARDED TO ________________________________ FOR BEING ________________________________

Activity

My Family Is My Passport To Success

1. Your family makes you who you are. They create and develop your personal qualities. Complete the My Family Passport below.

What we do together:

Manners my family insist on:

An important rule Places we go to in our house: develop my talents/ qualities:

My family members and pets:

2. Fill in the passport stamps with information about your family.

Activity

My School Helps Me To Develop

ď ą Your school helps you to develop in many ways - four of these ways are illustrated below. Explain HOW the school teaches you to develop in the illustrated ways (e.g. rules in place, excursions, facilities available, school projects, etc.).

HOW:_______________________

My school teaches me to care for the environment.

My school teaches me to respect others.

_____________________________

My school teaches me that knowledge is important.

My school teaches me to celebrate difference.

HOW:_______________________

_____________________________

Activity

My Class Environment

A classroom that is well-lit, well-ventilated, spacious and decorative, will help you to learn and achieve. You must help keep your classroom a great environment in which to learn.  Draw a bird's eye view of your classroom.

What do you like about your classroom? ______________________ ______________________ ______________________ ______________________

Why?__________________ ______________________

______________________

“If you feel good, you will work well.”

What would you change about your classroom to make you even more proactive?

_____________________________________________________________

 Draw yourself doing your favourite classroom job.

List some jobs that students could do to keep the classroom tidy and pleasant. ______________________ ______________________ ______________________ ______________________ ______________________ ______________________

Activity

Classroom Safety Affects Me

ď ą Schools can help us to achieve and develop. We should work together to help keep our classrooms positive environments in which to work. Look at these children working in their classroom.

ď ą What messages would you like to send to the children in this classroom to help them keep their classroom a positive environment in which to achieve. _______________________________________________

_______________________________________________

_ _____________________________________________

_______________________________________________

_ _____________________________________________

Activity

Challenges - Seeking Help

Sometimes you might find school work or a daily task challenging. We can't be successful at everything all of the time. Challenges can make us stronger. Asking for help is a good way to tackle a challenge.  Read the challenges, then list possible people who you could seek help from in each case.

You are struggling with a Maths task set in class. All your friends seem to be working through the task independently.

You have been asked to deliver a speech at assembly in front of the whole school. You are nervous.

I would ask …__________________

_____________________________

You seem to be the only one at the tennis club who can't hit the ball over the net. Your partner is getting a bit frustrated with you. You are worried she might ask someone else to be her partner.

A recent challenge I faced …

I would ask …__________________

I asked …_ ____________________

_____________________________

Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking.

Optimistic Thinking

Activity

ď ą A great way to conquer a challenge is to think positively! If you think you can't do something, chances are, you won't. If you think you can do something, chances are, you will! Turn the children's negative thoughts into positive ones below. The first two have been done for you.

But Iâ&#x20AC;&#x2122;ve already been chosen for the basketball team.

I know I'll come last in my Maths test today.

I came first in my English test though, and if I do extra Maths at home, I might improve!

I know I wonâ&#x20AC;&#x2122;t get picked for the volleyball team.

45% in my Japanese test. No Xbox for a month!

I've got nobody to play with.

The teacher never picks me for anything.

Responding Positively

Activity

 We all have bad days, when everything seems to go wrong. Responding positively to bad situations, will help you to cope.

You are not the only one having a bad day.

Try to see the funny side.

Oh no we've missed the bus!

Yeah, do you want to walk together?

 Draw or find and print out an illustration for each positive thought below.

Remember - it could be worse!

Think and talk about something else to take your mind off it.

 Extra: Have you used any of the above strategies for coping with life’s rough patches? On the back of this sheet, describe a time when you were feeling that everything was going wrong, but some positive thinking helped you turn a bad day around. You can write a description or draw a cartoon. Share your experience with a peer. Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Suggesting ways to respond positively to challenges and failure, such as using self-talk, early help-seeking behaviours, and optimistic thinking.

Persistence

Activity

Have you heard of this popular saying, "If at first you don't succeed, try and try again"? This saying is about persistence. Remember, it often takes many tries at something to master it. ď ą Colour in the attitudes that show persistence. Colour in the attitudes that show that someone has given up!

I am not going to fall down this time.

This time, I am going to score a goal.

If she can do it, I can.

I quit!

I'll never be as good at this as him.

I will not let this beat me.

I am going practise for 5 minutes every night, and eventually I will understand this.

I can't do it!

I'm so bad at this.

I am going to go away, have a drink and come back to this.

I'll never be able to do this.

ď ą Write three more sure-fire tips for sticking at something.

Practise a little bit every night. _______________________________________________________

_ ______________________________________________________

_______________________________________________________

Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Persisting with new activities and examining how success through persistence can have positive outcomes and strengthen identities.

Meeting Challenges 1

Activity

You are faced with challenges every day. Some are big challenges that need thinking about and require planning, while other challenges can be more easily met with a little extra effort and perseverance. Whether itâ&#x20AC;&#x2122;s living up to your role as a prefect, mastering the monkey bars at a local park or conquering long division, taking on a challenge is a great way to test yourself and develop new skills.

TTRead through the following challenges. Put ticks in the D (definitely), M (maybe) or NW (no way) columns to show the probability of you accepting each challenge.

Challenges

2. Mastering a handstand.

1. Going a whole day without screen-time.

3. Keeping my room tidy for a whole week without being asked.

4. Including someone who seems lonely at school in my group of friends. 5. Conquering a fear (of spiders, heights, the dark, etc.). 6. Reading every night this week.

7. Mastering a magic trick to perform in front of others. 1. Have you marked any of the challenges NW? If so, say why you wouldnâ&#x20AC;&#x2122;t consider taking on this challenge. _ _______________________________________________________________ _ _______________________________________________________________ 2. Which challenge appealed to you the most? Can you try it straight away or does it need some planning? _ _______________________________________________________________ _ _______________________________________________________________ 3. Do you have a challenge that you are working on now? Share it with a peer. Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things.

Activity

Meeting Challenges 2

 Read the story "Toby's Challenge", then answer the questions on the following page.

Toby had been afraid of magpies for as long as he could remember. He’d never been pecked, but the sound of whooshing wings every spring on his shortcut across the park sent shivers down his spine. He’d tried everything to ward off the magpies: donning egg-carton eyes, waving a cricket bat wildly over his head and even wearing a hat with bits of mirror glued on. Now that he was 10, he didn’t want his Mum to walk him to school. What would his mates say? This magpie thing was really getting Toby down. Toby decided that he would just spend an extra 15 minutes getting to school by taking a longer, alternative route right around the park.

A few weeks later, Toby joined the school’s film club that met at 8.15am every morning. He was often late and sometimes missed the meetings because he was taking the long way to school. Other kids started wondering why he had even bothered signing up! One morning after another missed meeting and a frown from Mr. Santos, the Art teacher, Toby made a decision - he would face and conquer his fear of magpies and begin to take the shortcut to school once more. Futhermore, his film project to be shown at the end of term festival would document this heroic battle with the magpies. Toby needed an action plan. This project would probably take weeks to film. He found a big notepad and what I need started jotting down his ideas: Every chance Toby got, he recorded the magpies’ behaviours. Armed with his Mum’s video camera, he captured some awesome footage. By capturing them on camera every morning Toby witnessed a different side to the park’s magpies. He wasn’t so afraid of them anymore. He even began to understand why they swooped. He gave the chief magpie a name – Marvin. One morning, Toby was so excited to hear the hungry chirps of baby 20

mum's video camera who can help me?

Mr. Santos art teacher

DAD to download moviemaker

Jamie knows cool music make a filming schedule

Clara at film club? good at editing!!! monster magpies

Title??

STICK TO IT!

Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things.

magpie menace ATTACKED!

Activity

Meeting Challenges 3

 Continue to read "Toby's Challenge", then answer the questions below. magpies in the nest, he asked his friend Jamie to hold a ladder under the tree to get some close up shots. Six weeks passed and Magpie Menace was finally ready for editing. Toby and his friend Clara poured over the scenes to select the most interesting moments. Jamie suggested mood music and showed Toby how to record the soundtrack. Magpie Menace was finally ready for release at the school film festival.

As the credits rolled at the end of Toby’s film, he beamed at Clara and heard his mum, dad and brother whistling from the back of the hall. People in the rows behind him were standing and clapping. The Principal deliberately dragged it out before she announced the winner...My ThreeLegged Cat by Max Green. Toby’s film was given a commendation. On the way out of the hall, Mr. Santos shook Toby’s hand and said, “There’s a nature film competition next month in Darwin. Let’s fill out the entry form at school together tomorrow.”

1. What made Toby face his fear?

_ _______________________________________________________________ 2. How did he turn his fear into something positive? _ _______________________________________________________________ _ _______________________________________________________________ 3. How did Toby feel after conquering his fear? Use evidence from the story to support your ideas. _ _______________________________________________________________ _ _______________________________________________________________ 4. What fear have you conquered in your life so far? How did you do it? _ _______________________________________________________________ _ _______________________________________________________________ _ _______________________________________________________________ Curriculum Link: Examine how success, challenge and failure strengthen personal identities (ACPPS033) Elaboration: Explaining how meeting challenges makes them feel good about themselves and builds confidence to try new things.

Meeting Challenges 4

Activity

TTResearch the life of an Australian who took on an extraordinary personal challenge and succeeded. Complete the framework below with your research. Below are some suggestions, but you could also look at your own family for inspiration.

Robyn Davidson Bill Roycroft Ruby Langford Ginibi Akram Azimi

Peter Cosgrove Faith Bandler Mama Jude Lily Ah Toy

Jessica Watson Cathy Freeman Nancy Bird-Watson Neville Bonner

TTShare with the class what you found extraordinary about the person who you have researched, and how they have motivated or inspired you. 22

Section 2:

Coping With Change

T eachers ' N otes

Coping With Change

During the middle years of primary, there is a steady development towards the expansion of a child’s social and friendship circle. Children display an increasing ability to relate to their peers in the school environment and others in a variety of circumstances. This is also a period of forming sustained friendships, where peer consensus, values and rules impact on a child’s sense of belonging and self-esteem. Changes in the home or school environment can trigger emotional responses that a child may need help sorting out. The activities in this section focus on identifying the kinds of changes that children might face and the role of friendship in their lives.

Notes for page 25

ANSWERS FOR PAGE 27 A – 3, B – 2, C – 4, D – 1, E – 5. Invite children to read out their responses for Question 2. How could they connect this special relationship with the sayings in Question 1? Page 28 is designed for children to reflect on the nature of their friendships and how they have changed over time (from family circles to school to the wider community). Students may comment on their preference for same-gender friendships, the concept of a “best” friend and how they choose someone to become friends with.

Brainstorm different kinds of changes that usually happen during primary years, for example: losing baby teeth, moving to a new school, losing a loved one, finding out that the tooth fairy and Santa Claus don’t exist, managing pocket money, taking on responsibilities like chores or having a new sibling. Poll the class on the different emotions associated with these changes. Emphasise that people will have different reactions. Ask students to share the changes that they have experienced and discuss how they felt in different cases.

Notes for pages 27 and 28

Section 2

Notes for page 26

Students can visualise in this task their evergrowing and changing friendship circle. In Question 2, focus on the types of interest groups children are likely to form at this stage: sporting, cultural, hobby and academic, etc. Point out that children can be a member of different groups and drop in and out of groups for different reasons. For Question 3 ask children to share how they keep a long-distance friendship strong.

Things Change

Activity

As we grow older, things do not stay the same - things change. Some changes take some adjusting and getting used to. Some changes can be good changes. If you are sad about changes, you can talk to people about them to help you accept them. ď ą Read the two examples of change below and say who you would talk to, to help you cope with these changes. Change 1

Your fish died today while you were at school.

Your father has a new job and so you are moving house. This means you will be changing schools.

Change 2

ď ą List some changes that you have experienced in your life so far in the bubbles below. They can be good changes. Say how each change made you feel.

Curriculum Link: Explore strategies to manage physical, social and emotional change (ACPPS034) Elaborations: Identifying people or sources of information that they can access if they have questions about the changes that are occurring. Discussing physical, social and emotional changes that occur as individuals get older, and exploring how these changes impact on how they think and feel about themselves and different situations.

Activity

Changing Friendships 1

As you get older, your circle of friends expands. This is a change. This happens because you have more contact with your community and participate in more leisure and sporting activities. You make more friends outside of your family circle. 1. Write the names of your friends in the rainbow below. Colour your rainbow. My family friends...

My school friends...

My friends from an activity outside of school...

The name of a new friend...

2. In this table write what you like doing with these groups of friends.

Friends From My Family Circle

Friends From School

3. Have you got a friend who has moved away from your area or left your school? Do you still keep in contact with him/her? Say how. 26

_ ______________________________________________________________ Curriculum Link: Explore strategies to manage physical, social and emotional change (ACPPS034) Elaboration: Exploring how friendships change as they grow older and identifying strategies to manage change.

Activity

Changing Friendships 2

1. Read the following sayings about friends and friendship. Match the sayings with their meanings.

A friend is someone who likes you just the way you are. The bird – a nest, the spider – a web, a person - friendship.

Hold a true friend with both your hands.

Friends are those rare people who ask how you are and then wait for the answer.

Wishing to be friends is quick work, but friendship is a slow ripening fruit.

Meanings

Nº

A. Friendship is a place where a person feels safe and comfortable.

B. Friendship takes time and effort to grow.

C. Look after your good friends because they can be hard to find.

D. A friend does not want to change how you look and feel. E. Real friends listen to what you have to say.

2. What is the longest friendship that you have had so far? Say how many years you have known each other, how you met and how often you see each other. What do you like doing together?

_ __________________________________________________

Curriculum Link: Explore strategies to manage physical, social and emotional change (ACPPS034) Elaboration: Exploring how friendships change as they grow older and identifying strategies to manage change.

Changing Friendships 3

Activity

1. Think about the friends that you played with last year and compare them with the friends that you have at the moment. Complete the following statements.  Last year I played with …

 We liked to …

 Now I hang out with …

 We like to …

2. How have your friendships changed over time? Put a tick next to the statements that are true for you. A. Many of my friends come from outside my family circle. B. My parents introduce me to other children to play with. C. I have a few friends who I consider to be best friends. D. I mainly play with girls. E. I mainly play with boys. F. I have more freedom to choose my own friends now than I used to. G. Some of my friends belong to a group I'm involved in after school. H. I don't have a best friend, I play with lots of different friends. 28

Section 3:

Staying Safe

T eachers ' N otes

Staying Safe

These activity pages draw children’s attention to the physical sensations and emotions associated with feeling safe or unsafe. Children will be asked to identify situations in which they feel unsafe or uncomfortable and nominate people who they can turn to for help in the local environment. It is vital for children’s selfesteem and self-confidence to learn how to be calmly assertive in situations that make them feel unsafe or in danger. Children should be made aware that assertiveness does not mean being aggressive and inviting possible conflict, but a way of firmly letting others know how you honestly feel and what you want.

ANSWERS FOR PAGE 31 2) Signs that help to promote a safe environment could include: Children Crossing; Wet Surface; Fire Exit; Slow - Children at Play; Fasten your Seat Belt.

SUGGESTED ANSWERS FOR PAGE 33 1) “I don’t like it when you ask for my money. If you don’t stop, I’m telling….; 2) “No thanks. I don’t like smoking.” 3) “No. I don’t talk to strangers. Please go away and leave me alone.”

Section 3

ANSWERS FOR PAGE 32 1) Other symptoms could include: feeling dizzy; sweaty palms/hands; flushed face; headache; finding it hard to think/feeling confused; not being able to talk properly; wanting to run away. Students should colour the safety houses, the hospital, the police station, the school, and the fire station. A discussion might identify other places.

Notes for page 33

This activity lends itself to role-play, based on the scenarios presented on the worksheet and extended by other situations suggested by the students. Research shows that predators/ bullies, etc. are more likely to target passive children who have not learned to stand up for themselves, rather than assertive children: "They [child predators] are much less likely to offend against a confident, educated and empowered child." [Source: http://www.essentialkids.com. au/younger-kids/kids-education/reducing-childsex-abuse-2]

Feeling Safe And Unsafe

Activity

I feel unsafe.

I feel safe.

1. Nobody likes to feel uncomfortable or unsafe. Complete the sentences below.

I feel safe when___________________________________________________ _______________________________________________________________

I feel comfortable when_ ___________________________________________ _______________________________________________________________ I feel uncomfortable when_ _________________________________________

_______________________________________________________________ I feel unsafe when_________________________________________________ _______________________________________________________________ 2. Draw signs that you see around your school, in shops and in the street that help you to stay safe. Explain briefly how these signs help you to stay safe.

____________________

Curriculum Link: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)

Feeling Unsafe Or Uncomfortable

Activity

1. When we feel unsafe or uncomfortable about a situation, our body sends us signals. Think about a time when you felt uncomfortable or in danger. On the diagram below, label how different parts of your body reacted. There are some ideas to start you off.

racing heart

wobbly legs

goose bumps

squirmy tummy

2. Look at the map of Safety Town. Colour and label the safe places on the map where you could go to get help if you were in danger. police Station

Cinema

Fruit n' Veg

Ca fe

Fire Station

Hospital

Bake

Hairdressers School

library

3. Discuss and prioritise the places that you have identified. 32

Curriculum Link: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) Elaborations: Recognising physical responses that indicate they are feeling uncomfortable or unsafe. Indicating on a local map the location of safe places and people who can help.

Be Assertive

Activity

Being assertive means standing up for yourself by letting others know calmly how you feel and what you want. If you feel unsafe or uncomfortable you must be assertive. Below are some of the ways that you can assert yourself. 1. Use words like, "No", "Stop", or "Leave me alone". 2. Stand up straight and look the person who you are talking to in the eye. 3. Use confident body language as you speak, such as raising your hand. 4. Use a calm even tone of voice. Don't shout. 5. Stand at a distance from the person.

Give me your canteen money. Come on, hand it over!

ď ą Imagine that you are the person trying to assert yourself in each of the following scenarios. Write what you could say in the speech bubbles.

Would you like to try a cigarette?

Hello! Do you want a lift home?

Curriculum Link: Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) Elaborations: Rehearsing assertive behaviours and strong non-verbal communication skills. Identifying and practising appropriate respeonses to unsafe situations in relation to drugs and drug use.

Section 4: My Wellbeing

T eachers ' N otes

My Wellbeing

Section 4 Notes for pages 37, 38, 39, 40, 41 and 42

SUGGESTED ANSWERS FOR PAGE 41 1) The baby could find the opened pills and consume them making him very sick. Medicines should always be sealed and kept out of the reach of children. Other items in the bag could also pose a risk to the baby if consumed or placed into his mouth. 2) If cleaning sprays come in to contact with skin or eyes, they will cause damage. 3) Small children could find cleaning products that they could drink or put on their skin. This could have lethal effects. 4) The cat or children could reach the rat poison and consume it. If the washing machine is switched on, the rat poison could be thrown off the machine and spill onto the floor, making it more accessible.

These activities focus on being mindful of safety issues at home and at school. For pages 37 and 38, discuss with the group the type of accidents that commonly occur in school grounds (scrapes on knees, being hit with balls, tripping on stairs, etc.). Elicit from students school rules that are designed to prevent accidents. Students can work in pairs to formulate safety rules for the situations on page 37 and to complete the Accident Report on page 38. Ask students to read out their responses for the Accident Report and to suggest ways that the accidents mentioned could have been prevented. Pages 39-42 look at substances that could be harmful if not stored properly or used as directed. The activities ask children to distinguish between medicines and food substances, and medicines and drugs. You could create a mind map of the various household products and medicines the class can identify that are found at home. Invite students to describe where these substances are usually stored. For page 42, bring in some empty packets/containers showing safety warnings.

ANSWERS FOR PAGE 40 Tea = caffeine; coffee = caffeine; beer = alcohol (or ethanol); tobacco = nicotine; cola drinks = caffeine.

ANSWERS FOR PAGE 42 1=c 2=a 3=d 4=b Indications on packet: ONE is written in capital letters; keep out of reach of children; use as directed; note the cross symbol to show that this is a medicine; the name on the packet indicates that it is not for general consumption.

SUGGESTED ANSWERS FOR PAGE 37 1) Play ball games in the correctly allocated areas. 2) Donâ&#x20AC;&#x2122;t stand on the seat of swings. 3) No pushing in the playground/Play ball games by the rules. 4) Wear a hat and apply sunscreen when outdoors at school (slip, slop, slap). ANSWERS FOR PAGE 39 In the introductory task, help students to identify who is responsible for administering medicines at home and at school. 1.) Students should colour: asthma inhaler, tablets, cough syrup, alka seltzer (antacid), antiseptic and eye drops 2) Suggested answer: I should not take medicines by myself because I may not know how to take the medicines, the correct dose, how frequently I should take them or if I have any allergies.

Notes pages 43, 44, 45, 46, 47, 48, 49, 50 and 51 The emphasis in this group of activities is on the origin, characteristics and nutritional value of the foods that we eat. The Australian Guide To Healthy Eating on page 45 forms the basis of the activities on pages 46-51. Children will be asked to sort foods into categories so that they can reflect upon, and draw conclusions about, the balance of nutritional elements in their diets. Page 49 raises the great debate about fast-food. Hold a class poll about the number of times a week/month that children have a fastfood meal. Discuss why fast-food is so appealing and its connection to health problems, principally obesity. Page 51 highlights the high nutritional value of vegetables. As an extension to this worksheet, students can choose their

T eachers ' N otes

My Wellbeing

Section 4 favourite vegetable to analyse and present their findings on a group poster.

absorption and bone strength, prevents rickets and osteoporosis.

ANSWERS FOR PAGE 43

Dietary fibre makes defecation regular and easier. It helps the good bacteria in the intestine to maintain a healthy balance by shortening the time of waste products in the intestine.

ANSWERS FOR PAGE 44 1) curry = umani; honey = sweet; lemon = sour; dark chocolate = sour; cheese = umani; meatball = umani; peach = sweet; potato chips = salty. 2) red, yellow, orange, pink, purple, green (this colour when they are ripe), black.

A balanced diet is only part of the equation for a healthy life – physical activity plays a vital role in building healthy bodies, minds and relationships. Page 53 examines the excuses given for being sedentary. Refer students to the Information Page on page 52 for convincing arguments to use in Task 3 on page 53. Page 54 asks students to reflect on and record their physical activities during a week. This activity is best presented in tabular form so children can see the relationship between the balance of their active time and sedentary time. Page 55 proposes alternative activities to organised sport.

ANSWERS FOR PAGE 46 Eat Most = breakfast cereal, spaghetti, broccoli, sandwich. Eat Moderately = peach, pineapple, fish, low-fat yoghurt, lamb chops, eggs, nuts. Eat in small amounts = olive oil, butter, cake, ice cream, chips.

Notes for pages 52, 53, 54 and 55

1) Plants: broccoli, walnuts, lettuce, tomato. Animals: pork chops, eggs, steak. Produced: spaghetti, cheese, butter, breakfast cereal, sausages, jelly, soy sauce.

ANSWERS FOR PAGE 47 2) All the children ate predominantly from the Eat Moderately category of The Australian Guide To Healthy Eating. 3) Olive’s Eat Most foods: peas and bread. Ella’s: water, toast, salad in a wrap, noddles, Asian greens. James’: cereal, salad, pasta. Recommendations: All children could boost intake of Eat Most foods and reduce Eat In Small Amount foods. ANSWERS FOR PAGE 49 Check to see that students have recognised that many of the ingredients of the cheeseburger contain added sugars and preservatives.

ANSWERS FOR PAGE 51 Vitamin C = growth and repair of tissues; Vitamin A = maintains healthy vision, builds up immune system; vital to the development of foetuses; keeps skin and cells healthy. Vitamin B6 = plays a role in brain development; builds up the immune system; aids in red blood cell formation. Folate = vital in producing DNA; essential for the nervous system; cell production for the skin. Riboflavin (or vitamin B2) = body growth; red cell production. Vitamin D = enhances calcium

SUGGESTED ANSWERS FOR PAGE 53 1) “Come and play Frisbee in the park with me, Dad.” “Not now, I’m watching the footy.” 2) I’m too tired; I’ve got other things to do; It’s your mother’s/brother’s turn to play with you; I don’t feel like it. 3) Check to see if students have incorporated arguments from the Information Page on page 52. SUGGESTED ANSWERS FOR PAGE 55 1) Offer to push the trolley. 2) Join him in the garden and rake leaves, push the wheelbarrow, and weed. 3) Dance and mime to the song. 4) Take the dog for a walk, play fetch.

Activity

Safety In The Playground

The playground is where you can chat and play with friends, practise physical skills or simply let off steam after concentrating in class. To make the most of your time in the playground and to enjoy your activities, itâ&#x20AC;&#x2122;s important to play safely. ď ą Study these situations in the playground. Think about how the children's actions could lead to injuries. In the space under each image, write a playground rule that could prevent these injuries.

_____________________________

Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Identifying and practising ways of behaving in the playground that ensure the safety of themselves and others.

Accident Report

Activity

ď ą Choose one of the risky situations on the previous page or think about an accident in the playground that you experienced or witnessed. Fill out this Accident Report. (You can invent addresses and phone numbers, etc.)

Name Of School:

Full name: _________________________________________________________ Age: _________________________________ Date of birth: _________________

Names of parents/caregivers: __________________________________________

Address: ___________________________________________________________ ____________________________________________ Postcode: ______________

Phone contact numbers: ______________________________________________

Date of injury: ________ Day: _________________ Time: ________________ Place: _____________________________________________________________ Describe studentâ&#x20AC;&#x2122;s injuries: ___________________________________________ ___________________________________________________________________ Describe exactly what happened: ______________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Who was called to assist the student? ___________________________________ Signed: _______________________________ Date: ________________________

Medicine And Me

Activity

ď ą There are times when you might not be feeling well at home or at school. Write down who you should tell if you are feeling unwell. IF AT HOME:_________________________________ Who gives you medicine? ______________________ IF AT SCHOOL:_______________________________ Who gives you medicine?_ _____________________

Medicines contain substances that treat illnesses, injuries and diseases.

1. Look at these images. Colour in the products that are medicines.

wash

Cough Syrup

Mouth

Nailpolish

Antiseptic

2. Complete this sentence: I should not take medicines by myself because_________________________ _______________________________________________________________ Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Identifying how medications and other substances can be stored safely in the home and at school.

Medicines And Drugs

Activity

ď ą Drugs and medicines come in a range of forms. Draw an example of each type of medicine specified below, then draw a medicine that you have taken before.

Tablets

Cream

Liquid

Gas (inhale)

ď ą Drugs are found in many common substances. Draw an example of each substance and state the drug that each one contains.

Tea

Coffee

Beer

Drug __________

Tobacco

Cola Drinks

Drug __________

Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Identifying how medications and other substances can be stored safely in the home and at school.

Activity

Storing Substances Safely

Medicines and other potentially Where is a safe place dangerous household products to store medicines and should be stored in places which household products? children cannot reach. If you take medicines when you do not need them, or if you take too A safe place is one that: many medicines, they can harm a child canâ&#x20AC;&#x2122;t see and is out of reach; you. Many household products is at least 1.5 metres above the floor; contain substances that are poisonous to people and pets. has child-resistant locks.

ď ą Study and describe the risks in these images.

______________________________

EXTENSION: Go to the Triple Zero (000) website at: 4www.triplezero.gov.au to learn how to make a Triple Zero (000) call in case of an emergency. Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Identifying how medications and other substances can be stored safely in the home and at school.

Warning Labels

Activity

Medicines and household products contain labels that give you information about the substances that they contain. If a substance is hazardous, the label will warn you about the effects of swallowing or touching such substances. ď ą What do the following safety label symbols on these products mean? Choose an answer from the descriptions below. a. Can cause breathing problems if inhaled. c. Product can burn skin. d. Can catch on fire/is flammable.

Wall Paint

Nail Polish Remover

Weed Killer

Oven Clean

b. Product is poisonous.

ď ą Highlight on this packet the information that tells you that this substance could be harmful if it is not taken in the correct way. 20 Tablets BRIOPHARM

20 Tablets Oral 42

ONE to be taken daily with breakfast Ms J Wilkins ALLIANCE CHEMIST Keep Out Of Reach Of Children Use as directed by a physician

Activity

The Food We Eat

The foods that we eat either come from plants, from animals or are produced by people. Foods contain nutrients such as vitamins, minerals, proteins, carbohydrates and fats. These nutrients are essential for a healthy body because they give us energy and help us to grow. 1. Organise the listed foods under their source headings. pork chops spaghetti eggs cheese broccoli walnuts butter ANIMALS

PRODUCED

PLANTS

breakfast cereal lettuce sausages steak tomato jelly soy sauce

2. Fill one box with foods that you can have for lunch that only come from plants (1). Fill the other box with foods that are produced by people (2).

3. Share your drawings with a peer. Which lunch box do you prefer and why? What would you like to add to each box to make the lunch more suited to your taste? Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Examining their own eating patterns by researching The Australian Guide To Healthy Eating and identifying healthier food choices.

Budding Tastes

Activity

You are attracted to food by the way that it tastes and its appearance. You taste food with taste buds that are located on your tongue and in other parts of your mouth. People have between 3,000 and 10,000 taste buds ready to tell you if a food has a bitter, sweet, salty, sour or umani (savoury or meaty) taste. 1. Draw lines to match the foods with their tastes.

FOODS

TASTES

curry

sweet

dark chocolate

cheese

meatball

peach

potato chips

salty

lemon

honey

sour umani

You are also attracted to the colour of a food. Did you know that the orange carrots that you are used to eating, only appeared about 400 years ago? Before that, carrots were white, yellow, red and even purple! 2. Find out what colours tomatoes can be, then colour the tomatoes below these colours. What coloured tomatoes have you tasted?

Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Examining their own eating patterns by researching The Australian Guide To Healthy Eating and identifying healthier food choices.

Information Page

Study The Australian Guide To Healthy Eating to help you to complete the following six activity sheets.

the Australian Guide to healthy eating 1 Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties

POLENTA

Vegetables and legumes/beans

ROLLED OATS

BEETROOT

frozen vegetables

HOKKIEN NOODLES

CHICKPEAS

QUINOA

Wholegrain Cereal

cous cous

CHICKPEAS

TUNA

tofu

Baked Beans

LOW FAT cottage cheese

Low Fat Milk

PEACHES

MILK

Fruit Lean meats and poultry, fish, eggs, tofu, nuts and seeds and legumes/beans

Use small amounts

skim milk

powder

Drink plenty of water

soy milk

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

Only sometimes and in small amounts

Activity

The Australian Guide To Healthy Eating 2

ď ą The Australian Guide To Healthy Eating on the previous page explains the different food groups and the recommended amounts from each group that you should include in your diet. Use The Australian Guide To Healthy Eating as a guide to put these foods under the correct headings in the table.

fish

low-fat yogurt

peach

olive oil Wholegrain Cereal

breakfast cereal

lamb chops

spaghetti

hot chips

ice cream

Eat Most

cake

broccoli

pineapple

salad sandwich

nuts

eggs

butter

Eat Moderately

Eat In Small Amounts

Food Choices 1

Activity

1. Work with a peer. Look at what these children ate today for breakfast, lunch, dinner and snacks. Discuss the food choices for each child. Think about the recommendations from The Australian Guide To Healthy Eating on page 45.

Lunch

ELLA

JAMES

Toast with Vegemite and water.

Cereal with fruit and milk and a fruit juice.

Tuna and salad wrap, an orange and a chocolate milk.

Pasta, baked turkey, rice pudding, and a soft drink.

Breakfast

OLIVE Glass of milk with sugar and two biscuits. Cheese and ham sandwich, grapes and a juice box.

Noodles with Asian greens, a jelly and a banana.

Grilled sausage, chips with ketchup, a small salad and a fruit yoghurt.

Snack foods

Pear, an apple and a chocolate bar.

An ice cream and piece of carrot cake.

Dried fruit, cupcake and a banana.

Dinner

Chicken nuggets, peas, and fruit salad (tinned).

2. Select one child from above. Use three different coloured highlighters to sort the foods that the child ate into: Eat Most, Eat Moderately and Eat in Small Amounts. Tick which category most of the child's food choices fall. Eat Most ____

Eat Moderately ____

Eat in Small Amounts ____

3. Make notes and recommendations about the child’s daily food choices in the table below. Child’s name:_ __________________________________________________

Food Choices 2

Activity

ď ą Think about what you ate yesterday. Record your food choices for breakfast, lunch, dinner and snacks in the food diary below.

drinks

dinner

D i a r y

Lunch

F o o d

Snacks

Breakfast

m y

1. In which part of The Australian Guide To Healthy Eating do most of the foods that you ate yesterday fall? ________________________________________________________________ 2. Which meal did you like the most? Give a reason. ________________________________________________________________ 3. Who did you eat your meals and snacks with yesterday? ________________________________________________________________ 4. How could you have changed some of your food choices to make your meals or snacks healthier? ________________________________________________________________ 5. Did you snack yesterday because other people were snacking? ________________________________________________________________ 48

Activity

The Great Cheeseburger Debate

 Included in the list of Eat in Small Amounts in The Australian Guide To Healthy Eating are many fast foods like: cheeseburgers, sausages and hot chips. Let’s look more closely at some of the reasons why cheeseburgers are placed in this category. Burger bun:

White flour (bleached), yeast, added fructose (sugar, corn syrup), oil (canola, soybean), food preservatives, sesame seeds. Meat patty: Minced beef, pepper and salt seasoning. Cheese slice: Processed cheese slices (with added chemicals called emulsifiers to help the cheese keep its shape when it melts). Sliced pickle: Cucumbers, vinegar, water, salt, food preservatives. Lettuce/onions: Shredded lettuce and sliced onions. Sauce: Oil, vinegar, sugar, corn syrup, egg yolks, mustard, onion and garlic powder, food preservatives and food colouring.

Go Slow

The basic ingredients that make up this cheeseburger such as bread, meat, cheese, lettuce and onion are part of a healthy balanced meal. However, hamburgers and many other fast foods contain added fats, sugars, salt, food colouring and food preservatives that if eaten in excess can lead to obesity and heart disease.

 Where do you stand on the Great Cheeseburger Debate? Do you think you should cut down on cheeseburgers and other fast foods? Write your ideas here.

_____________________________________________________________________

 Mouth-watering cheeseburgers can be made with a variety of ingredients. Research some healthier low-fat, low-salt cheeseburger recipes that you can enjoy making at home with your family and friends. Here are some useful websites to start looking for healthy cheeseburger recipes: 4www.betterhealth.vic.gov.au/ 4www.kidspot.com.au 4www.freshforkids.com.au/recipes/pdf/carrot_zucchini_burgers.pdf Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Examining their own eating patterns by researching The Australian Guide To Healthy Eating and identifying healthier food choices.

A Square Meal

Activity

You have been examining The Australian Guide To Healthy Eating which specifies the portions of different types of foods needed for a healthy, balanced diet. Now itâ&#x20AC;&#x2122;s your turn to plan a tasty healthy dinner for the family. Look at the way the information about which foods to eat most can also be shown on a dinner plate: Eat a large portion of veggies every day.

Fruits of all colours.

fruit dairy

Fish, chicken, beans and nuts first. Eat sausage in moderation.

healthy protein

grain foods mostly wholegrains

vegetables and legumes/ beans

Wholemeal bread, pasta and rice. Eat white bread and white rice occasionally.

Cheese, milk, yoghurt

ď ą Draw and annotate a square meal on this plate. Use the example above to help you. You could plan your dinner on the back of this sheet first.

Veggie Power

Activity

Eating a large portion of veggies provides us with essential vitamins, minerals and fibre. Find out what these super veggies do to keep you on top of your game.

ď ą Look at just some of the nutrients that broccoli, pumpkin and mushrooms contain. Research the functions of these nutrients in your body. Complete the table below with your research.

Powerful

Nutrients: Vitamin A, Vitamin C, Vitamin E, Iron, Dietary Fibre, Thiamin, Niacin, Riboflavin, Phosphorus

Nutrients: Vitamin C, Vitamin A, Vitamin E, Vitamin K, Vitamin B6, Calcium, Iron, Dietary Fibre, Selenium

Brilliant

Nutrient

Magnificient Nutrients: Vitamin D and B12, Calcium, Dietary Fibre, Folate, Potassium, Riboflavin, Biotin, Niacin

Function In The Body

Vitamin C

Vitamin A Vitamin B6 Folate Riboflavin Vitamin D ď ą_All these foods are good sources of dietary fibre. What function does dietary fibre have in our diet? _ ________________________________________________________________ Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Examining their own eating patterns by researching The Australian Guide To Healthy Eating and identifying healthier food choices.

Information Page

Read this information to help you to complete the following three activity sheets.

On The Move

A balanced diet is one step towards achieving a healthy life - the other step is being active. Physical activity is essential for keeping our bodies in good shape and our minds alert. Read the top seven reasons why you should be on the move.

It makes your bones and muscles stronger.

Putting weight on bones during physical activity helps to grow new bone tissue. Muscles become stronger when they push and pull against bones.

It helps you to maintain a healthy weight.

Overweight people are vulnerable to diseases, even in their teens. Being active burns up calories that you get from food so that you don’t put on weight.

It’s great for keeping your heart fit.

Your heart is a muscle. When you exercise, your heart exercises too. It becomes more efficient at pumping blood around your body and delivering oxygen.

Develops balance and agility.

Exercise builds skills to get you ready for sports and activities that require quick reflexes and balance. Great for ballet, basketball, soccer, and skateboarding.

It helps you to relax or let off steam.

Physical activity sends chemicals to the brain that can help you to relax and feel happier. Learning new exercises can also boost your self-confidence.

It can improve your learning.

It’s true! Exercise sends more oxygen to the brain and fires up neurons that transmit messages. Being fit can improve your memory and thinking skills.

It’s a way of meeting and making friends.

Whether it’s playing in the park, helping on a beach clean-up or joining a sports club, you’re bound to meet new people, who can turn into good friends.

_Can you think of another good reason for doing physical activities? 52

Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels.

Activity

Increase Physical Activity Levels

1. Look at this cartoon. What do you think the father and daughter are saying? Fill in the cartoonâ&#x20AC;&#x2122;s speech bubbles. Share your ideas with a partner.

Excuse 2

Excuse 3

Excuse 1

2. Write down three excuses that people usually give for not doing physical activity.

3. Draw the next frame in the cartoon, where the daughter convinces her father to go outside and play Frisbee. Suggest two arguments that the daughter might have used. Use the information on the previous page to help you.

How Active Am I?

Activity

Are you investing in a healthy future? To develop your physical fitness, it is recommended that you have at least one hour a day of physical activity that leaves you huffing and puffing, your face a bit flushed and perhaps a little sweaty. That’s how you get active!  In the spaces below, write the physical activities that you engaged in last week and the approximate time that you took to complete each activity. Don’t forget that walking or riding your bike to school counts too!

Activity:

Time:

Activity:

A Healthy Future

Time:

Activity:

Activity: Time:

Activity:

Time:

Answer the questions based on the information above. 1. How long in total did you spend doing physical activities?______________ 2. Now subtract the time that you spent each day watching T.V., playing video games and sitting in front of the computer. _________________________ 3. Do have more active time or sitting down time?______________________ 54

Get Physical

Activity

Sitting down time (being sedentary) in front of a computer or a T.V. screen for more than two hours a day can be harmful to your health. Itâ&#x20AC;&#x2122;s not healthy for you because: sitting down for hours each day can lead to you becoming overweight or obese; you might be snacking on sugary or fatty foods in front of the T.V. or computer; you are not getting enough physical exercise; you are missing out on fun with family and friends.

You go to the shops with your Mum.

Your Dad is gardening outside.

Your dog is sitting by the back door.

ď ą Not everyone likes organised sports or doing physical activities on their own. However, there are plenty of everyday activities that you can do to work towards your target of at least one hour of physical activity a day. Work with a partner. Look at the following scenes and propose how you could make this into a physical activity. Report your ideas to the class.

You watch a music video clip on T.V.

Section 5: Active And Fit â&#x20AC;&#x201C; The Benefits

T eachers ' N otes

Active And Fit - The Benefits

Section 5

Notes for pages 59 and 60

Notes for pages 63 and 64

These activities examine in more depth the impacts of extended hours of screen-time. On page 59, students will complete a flow chart based on the previous Information Page. Encourage children to suggest answers beyond those outlined on page 58. For example: There’s an ever-growing number of T.V. channels to watch = could lead to squabbles about the programmes to watch. The expression “squareeyes” is interesting in itself; with the advent of television in Australia in the late 1950s, parents warned children that their eyes would turn square if they watched too much T.V. The expression is equally applicable today. Activity 2 on page 60 should be given as a homework task to be completed with a family member. The graphed results can then be analysed in class.

There is strong evidence that links regular physical activity with good sleep patterns and habits. As students read the article on page 63, ask them to highlight the benefits they find – this will facilitate writing answers for Question 1. Students might want to discuss their sleeping habits in light of the recommended minimum of nine hours per night. Page 64 focusses on processing data to find out the most popular children's sports (% in 2012). How does this data correspond with your students’ preferences for organised sports?

1) Benefits could include: better sleep, more alert, better concentration, better academic performance, easier to fall asleep at night. 2) Setting a regular bedtime and waking up time.

ANSWERS FOR PAGE 59

ANSWERS FOR PAGE 63

1 a) More children are becoming overweight or obese. b) There’s even more temptation to watch more programmes on television. c) Advertisements could lead children to snack more in front of screens. 2) It’s connected to the shape of the screen and the idea of eyes becoming bigger and wider. 3) Not completing homework or revising the day’s lessons; children are too tired (lack of sleep) to pay attention in class. 4) Two hours; reduction in leisure hours available; the widespread availability of electronic media devices.

Notes for pages 61 and 62 After analysing data for screen-time on page 61, students in pairs will be asked in Question 3 to come up with suggestions or strategies for reducing screen-time in order to become more active. After evaluating the suggestions, children can put their ideas into action and give feedback within a given timeframe on the effectiveness of their strategies for limiting screen-time. Page 62 allows children to see the other side of the coin from an adult’s point of view. Vote for the best advice given to the authors of the letters.

Information Page

Read the information about children's screen-time to help you to complete the activities in this section.

square eyes

Children who spend more screen-time each day are less likely to play sport.

With so many T.V. channels, children have a greater choice of programmes to watch. More than 50% of primary school children spend two hours or more each day watching T.V. Recommended screen-time for primary school children is no more than two hours a day.

Children who have more screen-time see more advertising, including food advertisements.

Children are more likely to snack in front of a T.V. screen.

The Australian Health Survey conducted in 2012 found that approximately 26% of children aged between 5 and 17 years of age were overweight or obese.

Screen-Time And Using Electronic Media

Having too much screen-time can affect your health now and in the future, especially if you are not managing to do at least one hour a day of â&#x20AC;&#x153;huff and puffâ&#x20AC;? physical activity.

Too much media-time and screen-time can reduce: time spent with family;

time playing with friends; time reading;

time spent on homework. Too much media-time and screen-time can create: sleeping problems; problems with your weight and joints; problems in your relationships with other people; problems concentrating at school. 58

Screen-Time

Activity

1. Complete the cause and effect flow chart based on the information on the previous page.

a. Children are

spending too many hours sitting down watching television.

an b. everThere’s growing

Children are c.exposed to more

number of T.V. channels to watch.

advertising, including food advertisements, while watching television.

2. Look at the image on the previous page. Why are children who watch too much television referred to as having “square eyes”?

________________________________________________________________

3. How can too much screen-time affect a child’s performance at school?

________________________________________________________________

4. What is the recommended limit for screen-time and electronic media per day? Why do you think more than 50% of primary school children exceed this limit?

________________________________________________________________

________________________________________________________________ Curriculum Link: Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Elaboration: Proposing changes they can make to their daily routines to reduce sedentary behaviour and increase physical activity levels.

My Screen-Time

Activity

1. Monitor and record your screen-time over a period of one week. Ask a family member to help you to do this. Record your screen and media-time in hours and minutes. Name: _________________________ Dates: ____________ to ______________ T.V./DVDs

Nintendo/Wii

iPad/Tablet

P.C./Laptop

Total For The Day

Monday Tuesday Wednesday Thursday

Friday

Saturday

Total Hours For The Week

Sunday

2. Present your screen-time results in graph form below.

My Screen-Time For One Week In Hours

Hours

15 10 5 0

T.V./DVDs

Nintendo/Wii

iPad/Tablet

P.C./Laptop

3. What conclusions can you make about your screen-time? ________________________________________________________________ ________________________________________________________________ 60

Activity

Reducing Screen-Time

 To have a healthy lifestyle, you have to strike a balance between the time that you are active time and screen-time. 1. _Work with a partner and discuss the merits of these suggestions for reducing screen-time. Award stars for each suggestion: 1 star = poor (won’t work) to 5 stars = excellent (will work!). Colour in the stars. 2. Add a suggestion of your own to the list and rate it. Suggestions

Rating



b. Turn T.V. off during meal times and eat together away from the T.V.



c. Turn T.V. off when no-one is watching. Put music on instead.

 

a. Take T.V.s from children’s bedrooms.

d. Limit school day viewing so that you can earn “bonus time” to watch your favourite weekend programmes.

e. Make up a schedule for T.V. time and monitor hours. Draw red flags when someone has gone over the agreed limit. f. Choose a “T.V. Free Day” and stick to it.

g. During advertisement breaks do some star jumps or stretching exercises instead of surfing channels.

   

3. _Share your ratings with another pair. As a group, decide which two suggestions have the most merit. Explain how these two suggestions are the most likely ones to have a positive effect on reducing screen-time. Discuss your ideas with the class.

Suggestion __

____________________________

Screen-Time Solutions

Activity

 Read these letters to a newspaper column asking for advice about children’s screen-time. In the space under each letter, give the author your advice. My two daughters aged 8 and 10 are bright and active, but spend at least three hours a day watching music videos on T.V. When I get up at 6.30am to get their bags packed and lunches ready for the day, my girls have already switched on the T.V. I have tried to discuss this situation several times calmly, but things usually end up in tears and I’m accused of being mean. What can I do? Mean Mum, Fremantle

Hi Mean Mum,

__________________________________________________________________

__________________________________________________________________ __________________________________________________________________

I often babysit my three grandchildren on the weekend and I genuinely look forward to spending time with them. However, the kids only want to play video games. They sit on the lounge gobbling popcorn and other snack food for hours on end. If I don’t play the games with them, they would hardly say a word to me. How can I convince the kids (and their parents!) that life outdoors can be fun too? Weekend Granddad, Norwood

Dear Weekend Grandad, __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 62

Physical Activity and Sleep

Activity

 Read this news article about the relationship between physical activity and a good night’s sleep. Answer the following questions.

Sweet Dreams

Studies show that children sleep much better and feel more alert during the day if they have had at least two and a half hours of moderate physical activity a week. In fact, for every hour a child remains inactive during the day, it adds three minutes to the time it takes for him or her to fall asleep at night. Research has shown that physical activity has many benefits for your health, particularly in the combat against heart disease and obesity. Now scientists have added a good night’s sleep to the list, along with better concentration, even when you are feeling tired. A restful night is important for school children. There is a link between sleeping poorly and lower school performance. For school-aged children, doctors recommend at least nine hours sleep a night. It is also recommended that parents set a regular bedtime hour and waking up time and stick to it.

1. Find four benefits of regular physical activity mentioned in the article. Benefit 1:_ ________________________________________________________ Benefit 2: _________________________________________________________

Benefit 3:_ ________________________________________________________ Benefit 4:_ ________________________________________________________ 2. How can parents help children to get a good night’s sleep? ________________________________________________________________ ________________________________________________________________ 3. Two and a half hours a week of physical activity equates to about 20-25 minutes every day. Record below how you reach (or could reach) this daily target. Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Physical Activity Survey

Activity

 Look at the graph below which identifies the twelve most popular organised sports. It shows children’s participation (%) during the last 12 months in these sports. (Source: ABS 2013) Tennis Swimming and Diving Soccer (outdoor) Rugby Union Rugby League Netball Martial Arts Gymnastics Cricket (outdoor) Basketball Australian Rules Football Athletics, Track and Field

100

Girls

SPORT

 It’s time to find out how your classmates keep fit. You are going to conduct a classroom survey to find out who in your class has participated in the specified organised sports during the last 12 months. Also find out if there are any organised sports that your classmates have been participating in that are not on the list. Show your results below. Boys

Total

Tennis Swimming and/or Diving Soccer (outdoor) Rugby Union/League Netball Martial Arts Gymnastics Cricket (outdoor) Basketball Australian Rules Football Athletics (track and field)

1. The most popular sport for boys: _______________ girls: _______________ 2. What other organised sports have your classmates been participating in? ________________________________________________________________ 3. Overall, do you think your class participates frequently in sports? YES / NO 4. Discuss. How do your results compare with the statistics in the graph above? 64