AHPES Health - Years 3-4: Part 2

Title:

Ready-Ed

Health For Years 3-4: Part 2

© 2015 Ready-Ed Publications Printed in Australia Author: Lisa Craig Illustrators: Terry Allen, Alison Mutton

Acknowledgements i. Cover image: www.istock.com/CEFutcher 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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Publications

Australian Health And Physical Education Series

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o c . che e r o r st super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 954 2 2

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Reproduction and Communication by others

Contents Teachers' Notes National Curriculum Links

4 5

SECTION 1: Show Respect And Empathy

6

Teachers' Notes

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36 37 38 39 40 41 42 43 44 45

8 9 10 11 12 13 14 15 16

SECTION 2: Emotional Responses Teachers' Notes Different Emotions Emotional Charades How Do You Feel?

People Feel Differently Levels Of Emotion Emotions In Traditional Stories 1 Emotions In Traditional Stories 2 Emotions In Traditional Stories 3 Feeling Angry Managing Angry Feelings Feeling Sad

18 19 20 21 22 23 24 25 26 27 28 29

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Empathy 1 Empathy 2 Bullying Respecting Others 1 Respecting Others 2 Respecting Others 3 The Friendship Game Friendship Game Cards 1 Friendship Game Cards 2

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Food Labels Making Sense Of Labels Food Additives 1 Food Additives 2 Added Sugars Sugar Shock Healthy Information Health Messages Home Grown Nutrition Busting Food Myths

SECTION 4: Being Active And Sustainable 46 Teachers' Notes 47-48 Opportunities To Be Active At School 49 Promotional Poster 50 A Sustainable Classroom 51 A Patch Of Veggies 52 Indoors Or Outdoors 53 Go Outside And Play!

54 The Great Outdoors 1 55 The Great Outdoors 2 56 National Parks 57 Outdoor Games And Activities 58 Natural And Built Environments 59

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SECTION 3: Let's Look At Health Messages 18 Teachers' Notes 31-32 Food - Past And Present 33 Food Habits Change 1 34 Food habits Change 2 35

Heritage And Culture Teachers' Notes A Dreaming Story A Vietnamese Folk Tale Comparing Cultural Stories Food And Your Culture The Food Of Life My Family Heritage

60 61 62-63 64-66 67 68 69 70 3

Teachers’ Notes Health For Years 3-4: Part 2 is part of the Australian Health And Physical Education Series which comprises ten books in total. Health For Years 3-4: Part 1 is also part of this Series and is written by the same author. The activities in this book are linked to two main strands of the Australian curriculum for Health: communicating and interacting for health and wellbeing; and contributing to healthy and active communities.

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Section 1, Show Respect And Empathy, focuses on the importance that showing respect and empathy play in building healthy relationships.

Students will be introduced to a wide range of respectful behaviours that fortify friendships and help them to get along with others.

Section 2, Emotional Responses, helps students to put names to the emotions that they are experiencing and pinpoint physical signs associated with certain emotions in order to manage them. The activities emphasise that emotions fluctuate during a day and that people can have different emotional responses to the same event. Students will also be asked to identify emotional changes in characters from a traditional story from Thailand.

© ReadyEdPubl i cat i ons Section 3, Let’s Look at Health Messages, traces changes in the Australian diet •f orr evi ew pur posesonl y• over a century and the various influences that have shaped our food choices

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today. Students will learn how to analyse nutritional facts on food labels and research the functions of food additives and preservatives. They will also read an article about hidden added sugars in some of their favourite foods.

Section 4, Being Active And Sustainable, explores opportunities for being active at school at different times and settings. Students will investigate how they can make their learning environment healthier by examining the creation of veggie gardens and promoting other sustainable practices around the school. Activities also focus on the lure of the great outdoors as an ideal venue for being active. The benefits of natural and built environments for physical activity is also evaluated.

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Section 5, Heritage And Culture, provides activities that celebrate personal identities through the comparison of traditional tales, foods for special occasions from other cultures and the many ways of transmitting family heritage from one generation to the next.

Health For Years 3-4: Part 2 is accompanied by teachers’ notes and answers.

The activities have an easy-to-follow format and are well-supported by appealing illustrations and graphical information.

4

National Curriculum Links Communicating And Interacting For Health And Wellbeing

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Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) • describing behaviours that show empathy and respect for the rights of others • predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them • recognising that bullying behaviour can take many forms, not only physical Investigate how emotional responses vary in depth and strength (ACPPS038) • recognising own emotional responses and levels of their response in different situations • understanding that emotional responses vary across cultures and differ between people and different situations • analysing scenarios and identifying possible triggers and warning signs to predict emotional responses • describing strategies they can use to identify and manage their emotions before making a decision to act Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) • accessing different sources of health information and examining the accuracy of these sources • examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages • investigating how health messages influence health decisions

© ReadyEdPubl i cat i ons Describe strategies to make the classroom and playground healthy, safe and active •f orr evi ew pur posesonl y• spaces (ACPPS040) Contributing To Healthy And Active Communities

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identifying how regular physical activity promotes health, and recognising and accessing opportunities to be active while they are at school • creating promotional posters to display around the school containing positive health and physical activity messages • exploring and developing responsible and sustainable classroom practices such as recycling, composting and energy saving Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) • participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation • comparing the characteristics and benefits of physical activities that can take place in a natural environment and those that take place in a built environment Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) • researching games from their country of heritage and teaching the class how to play them • investigating how food practices differ between families, communities and cultural groups, and how food preparation and consumption are used to celebrate and pass on cultural beliefs, practices and values • planning a day that celebrates the cultural diversity of students in their class by sharing food, stories and games from their cultural background • reading Dreaming stories unique to an Aboriginal group and comparing them to stories shared in different cultures

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Section 1: p u S

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T eachers ' N otes

Show Respect And Empathy

Section 1

Notes for page 10 It is important in this activity to distinguish between repeated acts intended to cause fear and bodily harm to individuals and groups, and one-off incidents. On completing the table in Task 1, children will realise that at some time or another everyone experiences some form of bullying. Ask children to identify other types of bullying that they are aware of such as cyber-bullying or written threats or notepassing. In Task 2 there are two strategies on the wall that are not generally recognised as effective measures against bullying: walk away and ignore the bully. Avoidance strategies can reinforce a child’s fear or vulnerability to the person/group. Elicit from the group the strategies that they have found most effective so that these can be added to the wall.

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Notes for pages 8 and 9 Successful group work depends on the ability to share a task fairly and to listen empathetically to the ideas of others. Read through with the class the scenario of the rainforest project. For the first task on page 8, model with the group how the quality of enthusiasm was shown by the children in the project and provide evidence of this in the table together. Children can then work individually or in pairs to give examples of the other qualities listed.

SUGGESTED ANSWERS FOR PAGE 8 Enthusiasm: The children were "excited to be working together." Organisational skills: The children divided up the tasks in an organised manner. Honesty: Shelley explained why she hadn’t finish the labels. Empathy: Ben and Lara felt sorry for Shelley ("they could ...see that Shelley was upset"). Ben offered to help her complete the research. Good work ethic: Ben and Lara worked to a deadline.

SUGGESTED ANSWERS FOR PAGE 9 1.) Shelley: Upset, embarrassed, worried ("they could .. see that Shelley was upset").

Lara: Disappointed ("Ben and Lara couldn't hide their disappointment"), sympathetic ("they could ..see that Shelley was upset") Ben: Disappointed, ("Ben and Lara couldn't hide their disappointment"), sympathetic ("Ben offered to spend his lunch-time with Shelley in the library to help her add more information"). 2.) Ben offered to help Shelley complete her part of the task. Ben and Lara did not get angry at Shelley or admonish her.

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Middle primary children have begun to see things from other people’s point of view and are able to empathise with other children’s problems. Children at this age also have some awareness of how their interactions and body language affects others and how this, in turn, may affect their relationships with their peers.

The activities in this section centre on social skills designed to teach children how to connect to groups by exploring rules about how to be respectful; talking about stories or scenarios in which children choose to be a friend; and identifying bullying behaviours and people who can offer support in cases of bullying.

Notes for pages 11, 12 and 13

On page 11 children will be asked to reflect on the many ways that they can show respect towards others. Ask children to share two ways that they have shown respect to others and how this makes them and others feel. To extend page 12, ask the groups to re-enact the scenarios with their suggestions about how the children in each situation could be more respectful of their friends' feelings.

SUGGESTED ANSWERS FOR PAGE 13 1) The dolphin (and the hermit crab for different reasons). 2) The crocodile. 3) The hermit crab. 4) The crocodile. 5) The dolphin.

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Notes for pages 14, 15 and 16

The Friendship Game highlights behaviours and attitudes that support getting along with and respecting others. Game cards that are picked up when a player lands on a question mark can be cut up beforehand. While the class is playing in small groups, check to see that they are reading the cards aloud. On completion of the game, ask the children to choose five cards with behaviours that help strengthen friendships and five cards that can cause bumps on the friendship road. What conclusions did they draw about ways of promoting friendly relationships?

Elicit positive behaviours. Invite them to create three more cards to add to the game.

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Empathy 1

Activity

 Read this story about a school rainforest project, then complete the task below and the tasks on the following page.

Lara, Shelley and Ben were excited to be working together on a project about endangered animals. They had a week to get their presentation ready. After much discussion, they decided to build a diorama with a rainforest background and little cut-out animals. Ben found a sturdy cardboard box and wanted to paint the forest background. Lara volunteered to make the cut-out of tree kangaroos, musky rats and cassowaries to mount in the diorama.

Shelley was keen to do the information labels about the animals.

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or eBo st r e p ok u The afternoon before the presentation, the group met to assemble S the project. Ben’s forest seemed alive with real leaves and flowers.

Lara glued in her cut-out animals carefully. She had also made a little blue pool. Shelley told her classmates that she hadn’t had time to do the research because she’d been visiting her Nan in hospital.

She promised that she would do her best to complete it that night.

The next day, Shelley delivered the labels. She had only written a few lines. Ben and Lara couldn’t hide their disappointment, but they could also see that Shelley was upset. Ben offered to spend his lunch-time with Shelley in the library to help her add more information.

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Mrs. Mason, the class teacher, thought that the presentation was a great success and commented on how well the group had worked together. She gave Lara, Shelley and Ben a certificate each for their efforts.

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. te Can you find examples in the story whenothe children  Work with a partner. c . showed the personal c qualities listed below. e her r o st supe r Qualities Examples Enthusiasm Organisational skills Honesty Empathy Good work ethic 8

Curriculum Link: Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) Elaborations: Describing behaviours that show empathy and respect for the rights of others. Predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them.

Empathy 2

Activity

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1. How do you think Ben, Lara and Shelley felt when Shelley presented the labels but they were not complete? Work with a partner and write your ideas under the children's names. Support your ideas by making reference to the text.

Ben

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_ _____________________________________________________________

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2. How did Shelley, Lara and Ben sort things out so that their project was a success?

3. Draw and explain a time when you have felt like Shelley, Lara or Ben.

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Curriculum Link: Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) Elaborations: Describing behaviours that show empathy and respect for the rights of others. Predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them.

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Bullying

Activity

It is natural to become upset when you are bullied. However, you could make the situation worse if you react in an emotional way, by shouting at the person bullying you or crying. The person bullying you will most likely feel that he or she has succeeded and might want to repeat the experience.

1. Bullying can take many forms, it is not just physical. Read through the situations below and put ticks in the boxes to indicate whether you have ever experienced this type of bullying. O = often, S = sometimes and N = never.

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1. Someone has spread some gossip or rumours about you.

2. Someone has deliberately physically hurt you.

3. Someone has called you a hurtful name or teased you.

4. Someone has deliberately left you out of the group.

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© ReadyEdPubl i cat i ons 6. Someone• hasf tried turn friends you. ortor e vi ew against pur p osesonl y• 5. Someone has played a nasty prank or trick on you.

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Tell your parents.

Tell a teacher.

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2. Colour in the strategies that you have used to handle bullying. Add three strategies of your own on the wall.

Avoid the bully.

o c . che eTell a school Speak firmly to the r o r st super bully. nurse.

Ignore the bully.

Make new friends.

Stand up to the bully.

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Talk to the bully’s parents.

Curriculum Link: Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) Elaboration: Recognising that bullying behaviour can take many forms, not only physical.

Walk away.

Don’t show your feelings.

Respecting Others 1

Activity

TTHow well do you respect other people? Put a tick next to the statements that describe the way that you feel and behave towards others.

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let others say “no” and accept their decision?  use “please” and “thank you” in your conversations?  show people that you are listening carefully to them?  include new students in your games and school activities?  say “sorry” when you have hurt someone?  make fun of others because of the way they look or speak?  do chores to make your home a safe and happy environment?  help other students to learn by obeying classroom rules?  help others to see risks or hazards?  laugh or make fun of other people’s mistakes?  accept that not everyone has the same opinion as yours?  tell other people honestly how you feel?  dominate conversations and not take turns to speak?  try to find solutions to your disagreements with others? 

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TTGive two examples of how you have shown respect to people today. _____________________________________________ . te o _____________________________________________ c . che e Well Done r o _____________________________________________ r st super

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Great!

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Curriculum Link: Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) Elaborations: Describing behaviours that show empathy and respect for the rights of others. Predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them.

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Respecting Others 2

Activity

Showing others that you care about them and understanding their feelings helps you to get along with them. This type of behaviour shows that you respect people.  Read the following scenarios in pairs or small groups. Discuss who is not respecting their friends' feelings and what they should do to make up for this.

© ReadyEdPubl i cat i ons Sophie, Lee and Sarah settled down to enjoy a f or vi ew pu r p o sesonl y• game of• Boggle on r ae rainy afternoon.

After the first

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few rounds, the scores were pretty much even.

Then Sarah had two high scoring rounds with sixletter words and zoomed ahead. Sophie began to challenge Sarah’s words and kept asking for the dictionary. Lee was becoming impatient with all the hold-ups to the game. After Sarah had won another round, Sophie suddenly declared that the game was boring and started to pack it up.

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Simon spent weeks planning a Saturday morning indoor rock climbing catch up with his mates. A couple of days before they were due to catch up, Simon checked to see how many of his friends were going so his Mum could book. Gary explained to Simon that he had to go to the dentist that Saturday morning as his braces were irritating him and needed adjusting. Gary asked if the booking could be made for the afternoon. Simon told Gary that he would just have to miss out because he’d planned to go in the morning.

o c . che e r o February was a big month forr birthdays in Jade’s class. t s s r u e p One morning, Grace, a new member of the class, gave Jade an invitation to her party two weeks in advance.

Jade felt happy that Grace thought of her as a friend and accepted immediately. The following day Jade received an unexpected invitation to a birthday party from Seamus in Year 5, who was her brother’s friend.

Seamus' party was on the same day as Grace's party!

Jade slipped Grace’s invitation into the back of a book.

At home that afternoon, Jade presented Seamus’ invitation to her mother and asked her to R.S.V.P.

Dear ________, Jade Please come to my party on Saturday, 6th February at 2pm 3 Buttermere Crescent, Buttersmith RSVP by 1st February

From Grace

Dear _______, Jade I'm having a birthday party on Saturday, 6th February at 2pm 10 Rose Lane, Buttersmith RSVP by 1st February

Curriculum Link: Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) Elaborations: Describing behaviours that show empathy and respect for the rights of others. Predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them.

From Seamus

Respecting Others 3

Activity

 People can be likened to the three animals below. Read about their behaviours, then answer the questions below.

The crocodile..

always wants to win an argument; only cares about his/her feelings;

The dolphin..

r o e never admits he/she is wrong. st Bo r e p ok u S works to find a solution to disagreements;

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can hurt others to get his/her own way;

makes sure that each side feels like a winner; explains his/her point of view calmly; says sorry when they know they’re wrong.

© ReadyEdfeels Pu bl i c at i o ns anxious when disagreements start; away when conflicts •f orr evi ew phides ur p os eso nl yhappen; •

The hermit crab..

does not assert his/her point of view;

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gives in to make other people happy.

1. Which animal thinks about other people's feelings?_____________________

. te o c 3. Which animal feels unsafe? _ _______________________________________ . che e r o 4. Which animal would be least popular? _ ______________________________ r st s r upe 2. Which animal displays the behaviour of a bully? _ ______________________

5. Which animal is likely to have the most friends and be respected by others?

_________________________________________________________________ 6. Which animal would you most like to be and why? _____________________ _________________________________________________________________ _________________________________________________________________ Curriculum Link: Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) Elaborations: Describing behaviours that show empathy and respect for the rights of others. Predicting and reflecting on how other students might feel in a range of challenging situations, and discussing what they can do to support them.

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The Friendship Game

Activity

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Ready to play the Friendship Game? This is a version of Snakes and Ladders you will only reach the finish by looking after your friendships. If you land on a space marked with a question mark, you must pick up a card and follow the instructions. Read the cards aloud to your group.

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Curriculum Link: Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) Elaboration: Describing behaviours that show empathy and respect for the rights of others.

Friendship Game Cards 1 You forgot to give your friend a compliment on his/ her new haircut.

Go back 2 spaces.

Your friend’s feelings are hurt because you are spending more time with a sports team.

Miss a turn and talk to your friend.

Someone has just told you that you are fun to be with.

Move ahead one space.

telling yours.

friend’s new outfit.

Move ahead one space.

Miss a turn.

A friend told you about his/her fantastic holiday.

You didn’t ask any questions.

new food.

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or eBo st r e ok You listened to p u You encouraged everyone else’sS news You said something your friend to try a on Monday before unkind about a Move ahead one space.

You reminded a friend to put on his/her bike helmet before riding home.

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Go back 5 spaces.

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You don’t agree with your friend’s opinion, but you don’t argue about it.

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Move ahead one space.

You forgot to wish your friend “Happy Birthday”.

You helped your friend make posters for his/her lost pet.

o c . che e Move ahead r Go back 3 spaces. o r 2 spaces. st super

A friend dropped a sandwich on the ground. You offer to share yours.

Move ahead one space.

Go back 3 spaces.

Move ahead one space.

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You told someone about something private a friend had told you.

You forgot to give your friends a big smile this morning.

Miss a turn.

You laughed when a friend fell over.

Go back 5 spaces.

Curriculum Link: Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) Elaboration: Describing behaviours that show empathy and respect for the rights of others.

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Friendship Game Cards 2 You’re not best friends with someone anymore, but you still ask her how she is going.

You forgot to say “thank you” when a friend let you borrow his/her coloured pencils.

Move ahead one space.

You’ve suggested to a friend which adults they could discuss their problem with.

Move ahead one space.

Go back one space.

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mental maths.

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r o e t s Ar friend told you B You asked your e oo You’ve spent all p their problem and friends to take lunch bragging aboutu k sides with you in you said, “How can I S how you came top in an argument with help you?” another child.

Move ahead one space.

Go back 3 spaces.

A friend doesn’t like playing hockey. You keep nagging him/ her to play.

You haven’t returned something that you borrowed from a friend last week.

You are honest about how you feel with a friend who always wants to be the leader.

Miss a turn.

Go back 3 spaces

You don’t keep score about how many times you invite a friend over to your house to play.

You are happy to try someone else’s suggestions in your group for a change.

Miss a turn.

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Move ahead 2 spaces.

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You didn’t invite a new student to play in your game.

o c . ahead Miss a turn. cheMove e r one space. o r st super

A friend wants to finish reading a book instead of playing with you. You say, “Enjoy your book.”

Move ahead one space.

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Go ahead one space.

You kept interrupting a friend when he/she was trying to tell the group some news.

A friend is not feeling well. You offer to sit quietly with him/her at lunch-time.

Miss a turn.

Curriculum Link: Describe how respect, empathy and valuing difference can positively influence relationships (ACPPS037) Elaboration: Describing behaviours that show empathy and respect for the rights of others.

Go ahead one space.

Section 2: Su

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r oResponses eBo st r Emotional e p o

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T eachers ' N otes

Emotional Responses

Section 2

The activities in this section are designed to develop children’s awareness of the wide range of emotions and varying intensities of emotions that they will encounter in their daily lives. Students will be asked to identify emotions in themselves and others so that they can manage their own emotions and relationships more effectively. The traditional story “Diamond Cuts Diamond” from Thailand invites children to empathise with the plight of the protagonist and to explore the changing feelings of other characters.

Notes for pages 24, 25 and 26 “Diamond Cuts Diamond” is a popular saying that means you can only succeed if you match something or someone with similar abilities or qualities. The question to ask after reading the story is: Who are the “diamonds” symbols for in this tale?

ANSWERS FOR PAGE 24 1) The man loved his brother and was so concerned for his health that he was willing to walk to the city to see him. 2) “This rice tastes good with the smell of the sweet-singing cook's curry.”

SUGGESTED ANSWERS FOR PAGE 25 1) The cook was trying to offer an excuse why the curry was tasteless. She wanted to blame someone else because she was most probably scared of her master's reaction. 2) Poor man – frightened, desperate. Rich man – angry, inconsiderate, unsympathetic, unreasonable, spoiled. Cook – guilty, afraid.

SUGGESTED ANSWERS FOR PAGE 26 1) Poor man – relieved, happy. Businessman – embarrassed, angry. Chief – satisfied. Cook – relieved, (but could be worried about the consequences of her boss’ defeat).

The ability to recognise emotions in people’s faces is a key factor in managing relationships. After completing the identification of emotions on page 19, ask students to draw some faces of their own showing a particular emotion. Elicit when people might feel these emotions. On page 20, arrange the class into small groups for children to mime emotions. To extend this activity, ask groups to create a scenario that led to the emotions being mimed.

ANSWERS FOR PAGE 19 1) embarrassed 2) bored 3) furious/angry 4) anxious/ worried 5) sad 6) happy/content 7) scared 8) disappointed

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Notes for pages 19 and 20

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associations with each word).

1) amazing 2) devastated 3) fabulous 4) panicked 5) exhausted 6) furious

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The emphasis in these activities is the range of emotions one can feel during a day that can be triggered by various circumstances. Model emotional responses to the first few events on page 21 to highlight how reactions can differ. Show children how to plot the changing emotions on the graph. Similarly on page 22 ask pairs to compare and contrast emotional reactions to the situations in the images. Answers will vary which will provoke discussion about how people feel differently in the same situation.

SUGGESTED ANSWERS FOR PAGE 21 8.00-concerned; 9.00-excited, nervous, anxious; 9.30-nervous, anxious, sad; 10.30-important, happy; 11.00-sad, anxious; 12.00-concerned; 12.30-happy; 1.00-excited, nervous; 2.30-important, excited, nervous; 3.30-anxious; 4.00-excited, happy.

SUGGESTED ANSWERS PAGE 22 1) lonely 2) proud/happy 3) frightened 4) jealous 5) disappointed/sad 6) worried ANSWERS FOR PAGE 23 Content; satisfied; pleased; delighted; thrilled; ecstatic (answers may vary depending on children's

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Notes for pages 27, 28 and 29

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Notes for pages 21, 22 and 23

SUGGESTED ANSWERS FOR PAGE 27 Cross – feel hot, get a shiver, raise your voice.

Angry – a sudden headache, get flushed cheeks, start to perspire, have a dry mouth, tummy churns, muscles feel tense. Blast off - clench your jaw, raise your voice, heart thumps, unable to speak, begin to shake, feel dizzy, clench your fists.

SUGGESTED ANSWERS FOR PAGE 28 All the strategies try to avoid verbal or physical contact when someone feels like he/she is about to lose control. They give a person time to cool down and reflect on the situation.

SUGGESTED ANSWERS FOR PAGE 29 This task asks children to identify situations that make them feel sad and asks them to think about how they bounce back from this emotion. Ask children to share who they can talk to when they are feeling sad, which is a crucial step in dealing with this emotion. Being inactive, not sleeping and altering routines can heighten the sadness.

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Different Emotions

Activity

 Look at the faces of these children. How are they feeling? Under each image write the name of the feeling that you think each face is displaying.

1

2

3

Feeling:

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Feeling:

7

Feeling:

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5

4

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Feeling:

or eBo st r e p o u k Feeling: S

o c . che e r 8 t o r s super Feeling:

Feeling:

 Share your answers with a classmate. Did you agree on all the feelings? Talk to your partner about when you have felt each emotion.

Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaboration: Recognising own emotional responses and levels of their response in different situations.

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Emotional Charades

Activity

 Cut out the cards and place them in a pile faced down. In a small group, take turns selecting a card and miming the emotion for your group to guess. Remember that some words are very similar in meaning, e.g. worried/concerned, so you can accept synonyms.

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confident

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or eBo st r e p ok u worried S bored tired

excited

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impatient

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guilty

frightened

hurt

proud

lonely

disappointed

frustrated

curious

happy .

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disgusted

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Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038)

How Do You Feel?

Activity

1. Use the words in bold to describe how you would feel in the specified situations during the course of one day. important concerned anxious excited happy nervous sad SITUATION 8.00 You forgot to give the dog some water.

FEELING

9.00 A different teacher is taking your class today.

or eBo t s r e 10.30 A new student asks you to help her find a teacher. p o u 11.00 A classmate has blamed someone else unfairly. k S 12.00 Your classroom is a mess after the Art lesson.

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9.30 The school bully is walking towards you.

12.30 You see your little cousin skipping in the playground.

1.00 You are trying out for the school choir.

2.30 You’ve been chosen to recite a poem at assembly.

3.30 A stranger stops you in the street to talk to you.

© ReadyEdPubl i cat i ons 2. Use dots• tof graph the ups and downs of the day ins Question 1. • Join the dots o r r e v i e w p u r p o s e o n l y using a line. important

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concerned

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excited

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4.00 There’s a big package with your name on, on your bed.

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happy nervous sad

8.00 9.00 9.30 10.30 11.00 12.00 12.30 1.00 2.30 3.30 4.00 Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaboration: Recognising own emotional responses and levels of their response in different situations.

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People Feel Differently

Activity

 Complete the emoticon face for each image to show how each child is feeling. Discuss with a friend what has triggered each emotion.

or eBo st r e p ok u S 4

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3

2

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1

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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 Write down what you could say to the children in images 1, 3 and 6 to help them to manage their emotions.

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Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaborations: Analysing scenarios and identifying possible triggers and warning signs to predict emotional responses. Describing strategies they can use to identify and manage their emotions before making a decision to act.

Levels Of Emotion

Activity

People can feel different levels of one emotion. For example, seven children might feel happy, but one child might only feel a little bit happy and another might feel extraordinarily happy. We can use words to describe these levels of emotions.  Look at the steps leading up to the feeling of “being over the moon”. Place the feelings in bold on the steps. As you climb up, the feeling of happiness should become more intense.

or eBoecstatic st r content pleased e p ok u S

satisfied

delighted

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thrilled

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o c . che e r o r st sthat er pyou  Colour the feeling in each groupu think is the most intense.

1 pleasant

fine

amazing

2 sad

devastated

upset

3 okay

fabulous

alright

4 concerned

worried

panicked

5 tired

worn-out

exhausted

6 annoyed

furious

bothered

Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaboration: Recognising own emotional responses and levels of their response in different situations.

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Emotions In Traditional Stories 1

Activity

 Read this traditional story from Thailand. As you read through the story, you will be asked to think about how the characters feel and to complete the questions and tasks.

Diamond Cuts Diamond (adapted by Lisa Craig) Long, long ago there was a poor man who lived in the countryside. News came that the poor man’s brother was not well so he decided to make the journey to the city to comfort him. As it would be a full day’s walk to the city, the man’s wife lovingly wrapped a steamed ball of rice in a banana leaf. The family was so poor that she could not spare any curry or soup to eat with the rice.

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or eBo st r e p ok u S After a few hours the man was walking past one of the grandest houses he had

ever seen. It belonged to a very wealthy businessman. From the kitchen wafted the smell of curry spices and coconut and the cook’s sweet voice as she prepared the businessman’s lunch. The poor man’s mouth began to water. He sat down under a mango tree and unwrapped the rice ball. He took in a long, deep breath and imagined that he was eating the curry with his rice. Soon the rice was gone.

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o c . _ ______________________________________________________________ che e r o r _ ______________________________________________________________ st super

1. How did the man feel about his brother?

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

After finishing his meal, the man went to the kitchen to ask the cook for a cool drink of water. He explained to the cook that he had just eaten a ball of rice for lunch, but it tasted so much better with the delicious aroma of her curry. The man thanked the cook for the water and wished her a good afternoon.

2. Complete the speech bubble with the poor man’s thoughts.

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Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaboration: Understanding that emotional responses vary across cultures and differ between people and different situations.

Emotions In Traditional Stories 2

Activity

The cook put the finishing touches on the curry and served it to her master. He took one mouthful and slammed his spoon down on the table. He demanded to know why the curry was tasteless. The cook’s head was bent and her eyes did not meet her master’s. Finally, she told him about the poor man’s visit to the kitchen. The curry was tasteless she explained because the poor man had stolen its smell as it escaped on the breeze from the kitchen. The businessman ordered his servants to search high and low for the poor man and bring him back to the house.

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to the businessman for not asking permission to enter his kitchen for a cup of water. The businessman sprang from his seat and put out his hand for compensation for his ruined lunch.

The poor man knew that he could not pay as he only had one coin in his pocket. He needed the coin to complete his journey to visit his sick brother.

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or eBo st r e pbeen found, he was ok When the poor manu had forced to tell his story about enjoying the smell S of the curry with his ball of rice. He apologised

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

1. Why did the cook tell her master about the poor man’s visit?

_ ______________________________________________________________

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_ ______________________________________________________________

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2. Describe the emotions of these characters at this point of the story. Write the emotions under the images.

____________________

____________________

____________________

____________________

____________________

____________________

Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaboration: Understanding that emotional responses vary across cultures and differ between people and different situations.

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Emotions In Traditional Stories 3

Activity

or eBo st r e p ok u S

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Teac he r

The businessman led the poor man through the streets to the house of the village chief. After listening to both sides of the story, the chief asked his servant to fetch a bowl of water from the kitchen and place it on the table. He asked the poor man to put all the money he had into the bowl of water. The poor man admitted he was so poor that all he possessed was one small coin that had to last him for his journey to the city. The village chief motioned to the poor man to place his solitary coin in the bowl. The wealthy man grinned. He believed that he was going to receive the coin in exchange for the smell of his curry. “This is why you are such a respected elder in our village” said the businessman loudly to the chief. “You have acted wisely and fairly in this case.” As the wealthy man’s hand reached out to scoop the coin from the bowl of water, the village chief blocked it, “Pick up your coin poor man and continue in peace on your journey.”

Turning to the businessman, the village chief said, “Now listen my friend. That man took the smell of your curry, now you can take the water of his coin in compensation. But you must take the water only. Do not take the bowl, because that belongs to me.” The businessman’s face began to turn quite pale.

© ReadyEdPubl i cat i ons f orr e vati e wendpofuthe r p ose so nemotions l y• on the 1. How do the• characters feel the story?

Draw the

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faces of the poor man, businessman, village chief and the cook.

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2. What do you think is the moral of this folktale?

_ ______________________________________________________________

_ ______________________________________________________________

_ ______________________________________________________________

_______________________________________________________________

_ ______________________________________________________________

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Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaboration: Understanding that emotional responses vary across cultures and differ between people and different situations.

Feeling Angry

Activity

Sometimes emotions can take you by surprise. One minute you’re calm and the next, your angry feelings can make you "blast off".

or eBo st r e p ok u S cross

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Teac he r

 Fill up the rockets with words to describe how your body tells you that you might be going to lose your temper. You can choose from the words below or add your own.

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© ReadyEdPubl i cat i ons Angry •f orr evi ew pur posesonl y•

Blast co Off .

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a sudden headache start to perspire raise your voice feel hot get flushed cheeks

heart thumps unable to speak begin to shake tummy churns clench your jaw

have a dry mouth get a shiver feel dizzy muscles feel tense clench your fists

Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaborations: Recognising own emotional responses and levels of their response in different situations. Analysing scenarios and identifying possible triggers and warning signs to predict emotional responses.

27

Managing Angry Feelings

Activity

 How can these techniques help you to reduce your anger? Work with a partner to discuss each technique, then jot down your ideas in the thought bubbles.

or eBo st r e p ok u S

Taking a slow deep breath.

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Teac he r

Counting to 10.

Thinking cool thoughts.

Finding

© ReadyEdPubl i cat i ons an adult/ someone •f orr evi ew pur posesonl y •

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. t Saying in your e head, “Stop” then picturing a place you’d rather be.

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who you trust.

o c . che e Taking a r o r st super walk.

Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaboration: Describing strategies they can use to identify and manage their emotions before making a decision to act.

Feeling Sad

Activity

 Fill out the bubbles with your thoughts.

Things that make me feel sad: ____________________________

Words that describe being sad: ____________________________

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

Who I can talk to when I'm feeling sad:

____________________________

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____________________________

What I do when I'm feeling sad:

____________________________ © ReadyEdPu bl i cat i ons ____________________________ ____________________________ •f orr evi ew pur p osesonl y• ____________________________

____________________________

____________________________

____________________________

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____________________________

What I can do to stop myself feeling sad:

o c . che_______________________________________ e r o t r s s r u e p _______________________________________ This is me when I'm feeling sad.

Curriculum Link: Investigate how emotional responses vary in depth and strength (ACPPS038) Elaboration: Describing strategies they can use to identify and manage their emotions before making a decision to act.

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Section 3: Let's Look At r o e t s Bo r e p Messages ok Health u S

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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T eachers ' N otes

Let's Look At Health Messages

Section 3

different foods. Influence 2: More knowledge about nutritional value of certain foods. 2) Dripping is the less healthy choice: more calories, more fat, more saturated fat, higher cholesterol, more sodium, lack of essential vitamins. Extension: 1) Food was grown without chemical sprays (organic). 2) The food was often fresh as it was taken straight from the garden.

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Notes for pages 33, 34 and 35 The activities on pages 34 and 35, focus on comparing and contrasting eating habits today with those over a hundred years ago.

Students will explore the influences in a changing Australian society that have shaped the choice of foods that Australians enjoy nowadays.

ANSWERS FOR PAGE 34 1) There was no refrigeration and canned food preserved well. 2) People didn’t have to throw out as much food, as refrigerated food lasted longer without spoiling./People were able to store and eat a larger variety of foods./People didn’t have to use as much salt to preserve food which improved health. 3) No because there is more information available about the levels of fat and saturated fat present in dairy foods. 4) No because of the availability of convenience food, and a greater selection of food available in supermarkets. 5) Foods can be imported in good condition from all parts of the world./We are not so dependent on seasonal produce./Multicultural influences in food tastes. 6) Influences from family, friends and advertising./ Availability and cost of fast food, snack food. 7) There are more chemical additives, preservatives, colourings, salt, sugar, and flavour enhancers added to foods today.

Notes for pages 36 and 37

Students will be introduced to food labels generated by Food Standards Australia and New Zealand. Help them to evaluate the healthier choice based on fat, saturated fat, sugar and sodium content. The information on page 36 introduces students to recommended quantities for fat, saturated fat, sugar and sodium in the foods that we eat.

Help children to make observations and notes about the nutritional information on the labels of the mystery foods on page 37.

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Technological advances in the analysis of the nutrition of the foods that we eat have enabled more reliable health messages to reach consumers. Consumers have become aware of the important information on food labelling that can inform them about healthy choices and the existence of food preservatives and additives. The following activities draw students’ attention to the interpretation of nutrients on food labels and health messages issued by reliable sources.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ANSWERS FOR PAGE 37

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Mystery Food 1: hotdog with cheese and ketchup. Mystery Food 2: sushi with salmon.

The fat/saturated fat content of the hotdog will certainly stand out, as will its sodium content.

Notes for pages 38 and 39

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These activities examine the functions of additives and preservatives in food. For extension, students can dig deeper into other food additives and explore whether or not alternatives are available. For page 39, if you are a school that has already banned chips, perhaps you could look at other foods available in canteens that are laden with additives and preservatives, then hold a debate.

ANSWERS FOR PAGE 35 1) Influence 1: Multicultural contact with

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T eachers ' N otes

Let's Look At Health Messages

Section 3

ANSWERS FOR PAGE 38 Beeswax: preserves and makes appearance of apple skins more attractive and shiny.

Sulphur dioxide: keeps food from spoiling (antimicrobial). Ponceau 4R: a food colouring (red, pink, purple) to intensify the colour of confectionary (banned in various countries).

Sorbitol: preservative used to prevent the growth of mould and fungus in food and drinks.

The added sugar content of natural and processed foods is the focus of these pages.

Students can highlight foods with high sugar content in the report on the Information Page.

Draw attention to the sugar content in an average serving of the foods illustrated. Are these foods that the students regularly eat?

Does the sugar content of juice surprise them?

What message is the report giving us about hidden added sugar in our diet?

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Notes for pages 40 and 41

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paper. Children can revisit the board updating and adding health messages that they have read about or watched in the media. Page 44 is largely about the beneficial nutritional value of many native fruits and vegetables. In addition to the native fruits listed, research bush foods that are endemic to your local area and if possible make up a recipe with this food for children to taste. To conclude this section, page 45 challenges students to research the validity of popular beliefs about aspects of our health and fitness. In general, for the average healthy person all these statements are myths.

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1) Experts-WHO, Researchers from University of Wollongong and Sydney, unnamed nutritionist.

2) Caramel popcorn, cola, orange juice, muesli bar. 5) Labels should contain information to distinguish natural sugars from added sugars.

6) Caries, skin problems, weight gain, higher blood pressure. 7) banana 6g, chocolate bar 9g, muesli bar 14g, cola 15g, orange juice 20g, caramel popcorn 23g (students to place items on meter approximating position) 8) 23g + 30g = 53g (28g in excess).

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Š ReadyEdPubl i cat i ons •PAGE f o rr evi ew pur posesonl y• ANSWERS FOR 41

o c . che e r o r st super Notes for pages 42, 43, 44 and 45 For page 43 students can research health message websites and record their understandings of recommendations for healthy food choices. You can convert the worksheet message board to an actual class message board using post-its or coloured

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Information Page

Read the information below to help you to complete pages 34 and 35.

Food – past and present

or eBo st r e p ok u S

Early 20th Century Food Habits

Little was known about the dangers of a bad diet. Breakfast cereals had just appeared, but large quantities of fats and sugar were consumed. Before refrigerators arrived in the 1930s, canned products were popular.

Dairy products were a big feature of Australian diets. Children were encouraged to drink creamy milk, eat cheese, chocolates, custard and puddings.

During World War I and World War II, there were shortages of many healthy foods as food rations were issued.

Many people consumed meats, including kangaroo meat, rather than chicken and seafood.

Eating leftovers was common. A slab of meat cooked on Sunday could be served in different forms (stews, pies, soups) all through the week.

Dim Sims (tasty Chinese dumplings filled with meat, prawns or vegetables) were appreciated as early as 1928.

Cookery books had recipes based mainly on European traditions.

Today’s Food Habits

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As our knowledge of the nutritional value of different food grows, so too does the amount of information about what’s healthy and not so healthy to eat. People’s diets have changed dramatically in the last hundred years. Some of the foods that your great-great-grandparents enjoyed, you wouldn’t dream of eating today. The table below compares eating habits and food preparation from the early 20th century to today.

Advances in science and technology have given us information about the nutritional value of a food and what is added to the food in its preparation. Information on food packaging helps us to make healthy choices.

Fewer canned foods are consumed because we can keep foods fresh in refrigerators.

More people are growing their own produce due to more information being available on the dangers of preservatives and pesticides.

Dairy products are still part of a balanced diet, but we know that they should be eaten in moderate portions. Low-fat yogurts and skim milk are recommended for older children and adults.

We are encouraged to eat more seafood and poultry than meat, because we are aware that meat causes high cholesterol.

Our diets are generally more varied.

Dim Sims are a popular dish in Asian restaurants and take-away shops.

Recipes reflect the many cultures that live in Australia and now include indigenous bush foods and local fresh produce.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

IT CAN’T BE TRUE! Right up until the 1950s when butter was still a bit of a luxury, mums would spread dripping (the fat saved in the pan after baking meats) on sandwiches. Fillings for dripping sandwiches included left-over vegetables, spaghetti or fried chips.

Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

33

Food Habits Change 1

Activity

 Read the information on the previous page, then answer the questions below.

1. Why were canned products popular a century ago? ________________________________________________________________ 2. How did the arrival of refrigerators change people’s diets?

or eBo st r e p ok u ________________________________________________________________ S

________________________________________________________________ 3. Are children today encouraged to consume as much dairy produce as children in the early 20th century? Why/why not?

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4. _Do we eat as many leftovers today? Why do you think this is?

________________________________________________________________ ________________________________________________________________ 5. _Why do you think our diets are more varied than they were years ago?

__________________________________________________________________

© ReadyEdPubl i cat i ons 6. Despite more about healthy some adults and •information f orr ev i ew pueating, r pos es onl ychildren • in

__________________________________________________________________ Australia still ignore healthy food messages. Why do you think this is?

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___________________________________________________________________ 7. Although our diets are generally better now than years ago, identify one way in which our diets are unhealthier.

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o c . che e r EXTENSION: Dim Sims have stood the taste test of o time in the t r s s r u ehas remained an p Australian diet. Research a food product that

__________________________________________________________________

Aussie favourite over the decades. Here are some suggestions: Vegemite, Copha, Haigh’s Chocolates, Bulla Cream Company, Kellog’s Rice Bubbles, Aeroplane Jelly, Kraft Cheddar Cheese and ANZAC biscuits.  Prepare a slide presentation showing the food product then and now. Explain to the class how the product has changed over time to adapt to Australian tastes.

34

Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

Food Habits Change 2

Activity

 Read the information on page 33 to help you to complete this page.

1. Name two influences that have shaped the choice of foods that Australians enjoy eating today.

Influence 1 :__________________________________________________

Influence 2 :__________________________________________________

or eBo st r e p ok u Sthe labels, do you think dripping is a healthy food choice for TTAfter studying

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2. The labels below compare the nutritional value of dripping (animal fat) compared to a low-salt margarine (made from vegetable oil).

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sandwiches? Write your conclusions here using evidence from the nutrition labels to support your answer.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________

© ReadyEdPubl i cat i on s Nutrition facts Beef Dripping Serving: 28g Low-salt Margarine Serving: 28g • f o r r e v i e w p u r p osesonl y• Calories per serve: 248 Calories per serve: 201 Nutrition facts

 Vitamin A 0%  Calcium 0%

 Vitamin A 20%  Calcium 0%

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 Vitamin C 0%  Iron 0%

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% of Daily Value Total fat 23g 35% Saturated fat 4g 22% Cholesterol 0mg 0% Sodium (salt) 1 mg 0%

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% of Daily Value Total fat 29g 42% Saturated fat 13g 63% Cholesterol 28mg 9% Sodium (salt) 135 mg 6%

 Vitamin C 0%  Iron 0%

o c .

EXTENSION: Not all c aspects of the diet of Australians e a century ago were h r o negative. Drawing on youre prior knowledge of life around the time of t r s s r u e p Federation (1901), can you identify two positive aspects of food choices at this time?

ASPECT 1: ________________________________ ________________________________________ ASPECT 2: ________________________________ ________________________________________ Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

35

Information Page

Read the information to help you to complete the following activity sheet.

Food labels

There are various websites set up by Federal, State and Territory authorities to help you to analyse the nutrients of foods. There are also other organisations that have websites to inform people about foods and to publish new scientific research.

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Quantity per 100g of: Fat Saturated fat Sugar Sodium (salt)

This is a small quantity: 3g per 100g or less 1.5g per 100g or less 5g per 100g or less 0.3g per 100g or less

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We are bombarded daily by information about the advantages and disadvantages of eating certain foods. It’s important to be able to access reliable data about a food’s nutrients so that you can make healthy food choices.

This is a large quantity: more than 20g per 100g more than 5g per 100g more than 15g per 100g more than 1.5g per 100g

© ReadyEdPubl i cat i ons f orfat, r ev i ew pur posugar seso nl y• Is too• much saturated fat, and salt bad

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Fats: There are good fats! These can be found in olive, sunflower and canola oils.

Nuts, seeds and tuna are also good sources of healthy fats that provide us with energy.

However, if you are not active, these fats can be stored in the body, causing you to gain weight.

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for your health?

o c . che e r o st su Saturated Fats: These r are found mainly in r e p fatty meats (sausages), dairy products and

fried foods. Saturated fats have been linked to obesity.

Sugar: Sugar gives us a burst of energy that keeps us coming back for more. Sugar does not have a high nutritional value and when eaten too frequently, makes us put on weight.

Salt: Salt eaten in small quantities is essential for the proper functioning of our bodies. Too much salt can lead to high blood pressure and heart problems.

36

Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

Making Sense Of Labels

Activity

TTRead the nutritional information for the two “mystery” foods below (source: Food Standards Australia & New Zealand). Make notes next to the labels about the fat, saturated fat, sugar and sodium content of each food. Refer to the previous page for help.

Mystery Food 1

Mystery Food 2

or eNutrition st Bo Information r e p ok u S

Energy Protein Fat, total -Saturated Carbohydrate - Sugar Sodium

Serving size: 140g

Serving size: 110g

Average quantity per 100g

Average quantity per 100g

1040kj 14.8g 15.2g 6.7g 12.3g 1.3g 0.7g

Energy Protein Fat, total -Saturated Carbohydrate - Sugar Sodium

916kj 9.1g 7.2g 1.7g 28.5g 0.6g 0.2g

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Nutrition Information

© ReadyEdPu____________________________ bl i cat i ons •f orr evi ew pur p____________________________ osesonl y• ____________________________ ____________________________

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1. Which food (1 or 2) would you recommend as the healthier food choice? Give reasons for your answer.

o c . __________________________________________________________________ che e r o r st super __________________________________________________________________ 2. Try to guess what the two “mystery” foods are.

My Guess:

Food 1: _ _________________________________ Food 2: _ _________________________________ zz Ask your teacher to tell you if you were on the right track!

Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

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Food Additives 1

Activity

or eBo t s r e Additives Are all o p u prevent additives k Sfood from safe for our spoiling.

health?

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Processed food often contains food additives. Food additives are substances added to food to preserve it, make it taste better and improve its appearance. This is not something new.

For centuries before refrigeration, people would preserve food using salt, spices and sugars. Health experts are in two minds over the benefits of some food additives.

TTHere are examples of foods that contain food additives. Your task is to find out for which purpose the additives have been used and to complete the table below.

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Beeswax

Food Additive

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Sorbitol o c . che e r o r st supe r Purpose Ponceau 4R

beeswax sulphur dioxide ponceau 4R sorbitol 38

Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

Food Additives 2

Activity

TTStudy the ingredients on the back of this packet of flavoured potato chips.

Highlight the names of additives that you do not recognise and research their purpose.

Can't Put 'Em Down Flavoured Potato Chips

Can't Put 'Em Down

Ingredients: Potatoes, vegetable oils (canola, sunflower), maltodextrin, sugar, monosodium glutamate, salt, flavours (paprika and garlic powder), yeast extract, herbs (parsley, thyme, shallot), spices (black pepper, paprika, tumeric).

or eBo st r e p ok u S

ALSO CONTAINS: Milk and milk products, soybeans and soybean products, gluten.

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Flavoured Potato Chips

1. You are going to participate in a debate. There is a proposal to ban these potato chips from the school tuck shop and all school events. In the space below, prepare your case for or against this proposal. When you are ready, hold your debate.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Banning the chips

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2. Which side won the debate? Overall, what was the most persuasive argument?_______________________________________________________ __________________________________________________________________ Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

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Information Page

Read the information to help you to answer the following activity page.

Added Sugars

You can obtain the sugar that your body needs from eating fruit, but many foods have added sugars in large quantities. Processed foods use sugar to boost their flavour, to stop mould from forming and to get you coming back for more. Sugar can be addictive. Read this report about a troubling trend among Aussie kids and their intake of added sugars.

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10% of a child's calorie intake should be made up of added sugars. Boys in the study group were consuming 13% and even more.

That’s the equivalent of at least 22 teaspoons of sugar a day! Most of these unwanted calories came from sweetened drinks like cordials, fruit juices and carbonated drinks.

Health advisors want more information on food labels to distinguish natural sugars from added sugars. Only then can people make better food choices in the supermarket.

A nutritionist stressed that added sugars make up just one aspect of children’s diets, “We need to look at the whole diet – we can’t forget that pizzas, meat pies, hot dogs and other junk food can be an even bigger problem than sugar.”

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Australian children are regularly eating sugary foods that far exceed the recommended levels set by the United Nations World Health Organisation (WHO). Researchers from the University of Wollongong and the University of Sydney have confirmed in their studies that Australian children between 9 and 16 years of age are munching on added sugars that make up 13% of their daily calorie intake.

Where does all this added sugar come from?

It doesn’t come from natural sugars found in fruit, milk and cereal grain. Biscuits, chocolate, lollies, cereal bars and soft drinks are the culprits.

This troubling trend is more obvious in boys.

The WHO recommends that no more than

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Below is the sugar content (in grams) of different snack foods (per serving). The recommended limit for sugar per day for children who are moderately active is about 25 grams.

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grams of sugar

grams of sugar

banana

20

grams of sugar

orange juice 40

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grams of sugar

caramel-coated popcorn

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glass of cola

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grams of sugar

chocolate bar with nuts

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muesli bar

Sugar Shock

Activity

 Read the information on the previous page to help you to answer the questions and complete the task below.

1. _Which experts are quoted in the report? Highlight the information about added sugars that you feel is reliable.

2. _Which foods contain large quantities of added sugars? ________________________________________________________________

or eBo st r e p ok u ________________________________________________________________ S ________________________________________________________________

________________________________________________________________

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3. _Which foods with added sugars do you eat regularly?

4. _Were you surprised that boys in the study consumed more added sugars than girls? Why or why not? ________________________________________________________________ ________________________________________________________________

© ReadyEdPubl i cat i ons ________________________________________________________________ •f orr evi ew pur posesonl y• ________________________________________________________________

5. _What do health advisors want changed on food labels?

6. _What do you think are the effects of eating too much sugary food?

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________________________________________________________________ 7. _Arrange the pictured foods on the previous page on this "sugar-meter" according to their added sugar content.

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15g

20g

Limit for recommended daily sugar intake - 25g

25g

sugar-meter

8. If you ate a serving of caramel-coated popcorn and drank two glasses of cola at the cinema, how far over the recommended daily sugar limit would you be? ________________________________________________________________ Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

41

Access some of the listed websites below to help you to complete the following three activity pages.

Information Page

HEALTHY INFORMATION Here are some helpful websites for you to get information and advice about various aspects of your health.

SAFETY MATTERS WEBSITES – Medicines, Drugs, Chemicals, Accidents and Food 4www.foodauthority.nsw.gov.au 4www.kidsafe.com.au 4www.kidsafensw.org 4www.kidsafewa.com.au 4www.kidsandtraffic.mq.edu.au 4www.foodstandards.gov.au 4www.wiggleintohealth.com/ nutrition/food-safety.htm

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GENERAL HEALTH WEBSITES State, Territory and Federal Authorities 4www.sahealth.sa.gov.au 4www.health.wa.gov.au 4www.health.nt.gov.au 4www.health.qld.gov.au 4www.betterhealth.vic.gov.au 4www.healthdirect.gov.au 4www.dhhs.tas.gov.au

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FOOD AND NUTRITION WEBSITES 4www.nutritionaustralia.org 4www.healthinfonet.ecu.edu.au 4www.aihw.gov.au/home 4www.nsa.asn.au 4www.healthykids.nsw.gov.au 4www.eatforhealth.gov.au

o c . che e PHYSICAL ACTIVITY r o r st super AND FITNESS WEBSITES 4www.healthykids.nsw.gov.au 4www.healthyactive.gov.au 4www.ausport.gov.au/ participating 4www.nprsr.qld.gov.au 4www.mychild.gov.au 4www.letsmove.gov 42

Health Messages

Activity

Information and messages about your health and wellbeing are published in the press and on websites almost daily. You might also watch T.V. reports with experts in the medical and physical fitness fields discussing healthy choices.

TTBrowse the websites listed on the previous page and use your own ideas to write a message on the board below. Your message should explain how health information has influenced you to change your eating and physical activity habits. An example has been done for you.

© Rae a dyEdPubl i cat i ons t f o s t h out t I found lot of e ar av h s • f o r evi ew pur posesonl y• k in r d . This is in them Lila

eth! sugar or my te n f d a b y dow reall g to cut I'm goin rinks now. d on soft

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or eBo st r e p ok u S HEALTH MESSAGE BOARD

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TTCirculate around the class to read other classmates' positive messages about the healthy lifestyle choices that they have made or could make.

Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

43

Home Grown Nutrition

Activity

When the first Europeans arrived in Australia, they were struck by the good posture, fit bodies and strong teeth of Indigenous Australians who survived off bush foods. Scientists and nutritionists today are studying the benefits of Australian bush foods.

TTDo some research of your own on the bush foods listed below. Think about their contribution to a healthy diet. Write your findings in the spaces provided.

This website will be a great help in identifying native plant species, their taste and uses in recipes4www.anfil.org.au/

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or eBo st r e p ok u S Bush Tomato

_________________________________________ _________________________________________ _________________________________________

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© Read yEdPubl i cat i ons _________________________________________ •f orr evi ew pur posesonl y• Kakadu Plum _________________________________________ _________________________________________ _________________________________________

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Riberry or Small Leaved Lilli Pilli

_________________________________________

_________________________________________ _________________________________________ _________________________________________ _________________________________________

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Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaborations: Examining health messages from different sources and exploring choices, behaviours and outcomes conveyed in these messages. Investigating how health messages influence health decisions.

Activity

Busting Food Myths

TTPeople often get notions about what’s healthy from listening to what other people say. Here is a list of popular beliefs about nutrition and fitness. Your task is to decide if each statement is a fact or a myth. Use ticks () to indicate your answers.

STATEMENT

Fact

Myth

or eBo st r e p ok 2. Fresh fruit is always better than frozen fruit. u S 3. Swimming is a great way to lose weight.

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1. Vegetarian diets are healthier for you than diets that contain meat.

4. If you’re not sweating, you’re not exercising hard enough.

5. Eating eggs is not good for your heart.

6. You can always tell when food has gone off because it smells bad.

© ReadyEdPubl i cat i ons 7. Eating• foods grapefruit andp chillies can burn offo f olike rr evi ew ur p os es nl y•

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8. As long as you do 30 minutes of physical activity a day, you can eat anything you like.

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body fat.

9. You don’t need to wash fruit before you eat it if you’re going to peel it.

. ton your cereal is better for you than o 10. Brown sugare c . white sugar. che e r o t r su 11. You should drink eight glasses ofp water as day. er 12. A muesli bar is healthier for you than a chocolate bar.

Health Expert!

More than 8 out of 12 correct?

Congratulations, you’re a health expert!

Curriculum Link: Discuss and interpret health information and messages in the media and on the Internet (ACPPS039) Elaboration: Accessing different sources of health information and examining the accuracy of these sources.

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Section 4: Beingr Active And r o e t s B e oo p Sustainable u k S

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T eachers ' N otes

Being Active And Sustainable

Section 4

Notes for pages 50 and 51 These activities are designed to spread the good news about looking after our health and the health of our learning environment.

Posters could be displayed around the school or at venues in the local community.

SUGGESTED ANSWERS FOR PAGE 51

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1) Don’t waste electricity. 2) You CAN recycle.

3) Close doors – keep it cool/warm. 4) Don’t be on standby! 5) Use muscle power – walk to school.

Notes for page 52 Many primary schools have adopted a school garden as an important learning, recreational and physical activity area. If your school already has a school garden, students can still enjoy investigating types of small gardens that are easily mounted for their own backyards or balcony areas.

SUGGESTED ANSWERS FOR PAGE 52

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This unit of activities explores the school environment as a place which provides students with opportunities to be active and share positive health messages. It is well-known that children’s active time during school hours is limited and becoming increasingly so, however, there are many benefits of physical activity in the school day, for example: • physical activities provide opportunities to build leadership skills and to develop a more positive attitude towards school; • physical activities can encourage positive attitudes and habits towards the role of exercise in a healthy lifestyle; • studies show a correlation between increased levels of physical activity and more enhanced academic performance; • more opportunities for physical activity can be created by providing access to a variety of sports and play equipment and marking out temporary play spaces that can be moved around as needed, for example, tyre swings or volleyball nets on a basketball court.

Notes for page 49 Arrange groups in the class to come up with ideas to increase physical activity in the different space and time settings. Ideas could be presented to the Student Council for consideration. For Task 2 bring in a beanbag and a jelly spike ball to help the class brainstorm physical activities that could be completed using these pieces of equipment.

Invent a game with instructions and rules that is named after the class and played for a specified time. Challenge other classes to do the same.

SUGGESTED ANSWERS FOR PAGE 49

© ReadyEdP1)u bl i cat i ons Students will discover that there are designs for veggie gardens for different settings and •f orr evi ew pur pos son ymobile, • purposes.

2)e Vegetables inl pots:

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suitable for small spaces. Raised bed garden: less stressful on back for digging, the season for planting can be extended, the looser soil makes weeding easier, higher yields. Recycled materials: environmentally-friendly, cheaper alternative to constructing a garden bed, materials are readily available, if garden is vertical, it saves water.

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1) Bring your sports gear to fully participate; don’t sit back; join in. 2) Take a stroll and chat instead of sitting down; grab a piece of sports/ play equipment and have a quick game. 3) Go out to the sports field and let off steam – run, wave your arms, sing at the top of your lungs, play a team game that you’ve invented.

Notes for pages 53 and 54 Statistics produced by the Australian Bureau of Statistics (2012) indicate an alarming trend towards a sedentary lifestyle among primaryaged children. The electronic overload has become the most common leisure activity among children and teenagers in Australia and other developed countries. Excessive screen-time can lead to health problems in young people that in bygone years, were only associated with adults – obesity, higher cholesterol, the onset of cardiovascular disease and poor sleep habits. These pages require students to reflect upon their own electronic

47

T eachers ' N otes

Being Active And Sustainable

Section 4

environments that are accessible to them.

SUGGESTED ANSWERS FOR PAGE 55 1) Play on gym equipment, ride bike on cycling track, walk dog, play in sand pit, watch birds and native animals, have a picnic, play with friends.

or eBo st r e p ok u S

1.) Reason: It’s important to go outside in the fresh air instead of being cooped up inside the house. Fresh air helps us to sleep better and improves our skin. Being indoors all day can make us feel unmotivated and sluggish. Reason 2: You can use and develop your imagination to create your own world outside of the house.

3) Suggested answers: There’s not enough time after school; There’s too much homework to do; Parents work until late; The Sports Centre is too far from home. 4) 73%. Younger children are perhaps less inclined to participate in team sports and would rather play unstructured games. 5) Educational activities 6) 5 – 8 year olds are not as interested in music downloads, etc.

SUGGESTED ANSWERS FOR PAGE 56 Possible activities: nature walks, photography, canoeing, picnics, exploring caves and indigenous sites, looking at rock formations.

Image 1: beachcombing, shell collecting, photography, swimming, surfing, fishing, boating, crabbing. Image 2: nature walks, watching birds and native animals, painting, photography, climbing trees, bike riding on the paths, jogging. Image 3: canoeing/kayaking, swimming, fishing, picnicking, observing wildlife.

Image 4: Appreciating indigenous art, rockclimbing, caving, orienteering.

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overload and the health issues associated with sitting down time. The questions on page 54 are linked to the Information Page on page 53. These questions will work better if completed in pairs/ small groups, so students can discuss their own experiences of time allocated to being active and screen-time, and give feedback to the class.

For question 7, children can generate a graph for their findings based on the model from the ABS on the Information Page.

SUGGESTED ANSWERS FOR PAGE 54

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Notes for pages 55, 56, 57, 58 and 59 The aim of these activities is to kindle those affective associations that we have with the great outdoors; whether it be in our own gardens, local playgrounds or national parks. For page 55, students will research the various environments available for physical activities in national parks or reserves. Students could work in groups to present a different national park’s opportunities for being active, highlighting that different geographic and climatic regions afford different kinds of experiences (rainforest, marine, semiarid, etc.). The questions on page 55 encourage children to think about the feelings that they have after a day well-spent outdoors. Elicit responses to compare these with their answers to what it feels like staying inside all day. Page 55 acts as a plenary for discussion points presented on following pages. Students will summarise the health benefits to be had in various

ANSWERS TO PAGE 58

P

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3) Felt like you’ve had a big day, excited, a little tired. 4) Felt like you have cabin fever/bored/ tired/sluggish.

o c . che e r o r st super ANSWERS FOR PAGE 59

Image 1: Activities: bushwalking, fossicking, observing wildlife. Benefits: can play creatively; can have adventures; be close to nature; learning about the environment. Image 2: Activities: skateboarding, carveboarding. Benefits: being with other children who like skateboarding; learning and practising new skills; building selfconfidence; opportunity to have lessons.

Activity

Opportunities To Be Active At School

Being Active

Being active doesn’t stop when you enter the school gates and line up outside your classroom.

There are plenty of opportunities to be active during the school day.

1. Look at the three opportunities to be active at school listed below. Write down how you could make the most of these opportunities. Share your ideas with the class.

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or eBo st r e pEducation Lesson: ok Your Physical u S Recess:

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Lunch:

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o rthatuyou stbefore, during and after pe 2. Brainstorm physical activitiess canr enjoy school with:

Bean bag

Jelly spike ball

Curriculum Link: Describing strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) Elaboration: Identifying how regular physical activity promotes health, and recognising and accessing opportunities to be active while they are at school.

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Promotional Poster

Activity

Regular physical activity will keep you healthy.

Spread the good news to others.

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 Design a poster. Choose one of these health themes or create one of your own: Snacks Fun Ways to Fitness Don’t be a Couch Potato!

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Curriculum Link: Describing strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) Elaboration: Creating promotional posters to display around the school containing positive health and physical activity messages.

A Sustainable Classroom

Activity

Let’s look after the health of the planet too by saving energy around the school.  In each shape below, write an energy saving tip. One has been done for you as an example.

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1

or eBo 3 st r e p 2 ok u S

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be a drip!

Save water

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Curriculum Link: Describing strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) Elaboration: Exploring and developing responsible and sustainable classroom practices such as: recycling, composting and energy saving.

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A Patch Of Veggies

Activity

Watching veggies grow and then harvesting them to eat is fun.

It is also a great way to appreciate the value of veggies in your diet and be active outdoors. Before you start planning a vegetable patch at school, it’s important to do some research first.  Here is a list of websites that can help you to make choices about the size and type of vegetables to grow in your garden. Explore the many possibilities!

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or eBo st r e p ok WEBSITES: u 4http://communitygarden.org.au/ S 4http://www.sgaonline.org.au/ 4http://www.yates.com.au/products/seeds/ 4http://www.edibleschoolyard.org/

1. What did you find out about the different kinds of veggie gardens you can create? ________________________________________________________________

© ReadyEdPubl i cat i ons 2. List the advantages ofr the garden below.

•f or ev i ewdesigns pur posesonl y•

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Raised Bed Garden

Garden Built With Recycled Materials

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Vegetables Grown In Pots

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3. Which vegetables or other plants would you like to grow in your garden? ________________________________________________________________ EXTENSION: Find out how you can make a school garden more bird, frog or insect friendly. Make a poster with your ideas.

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Curriculum Link: Describing strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) Elaboration: Establishing a small fruit and vegetable garden for the class that can be used to create healthy lunches or snacks.

Information Page

Read this information to help you to complete the activity sheet on the next page.

Indoors or Outdoors?

How many times has someone told you to go outside and play?

Well, there’s wisdom in those words. The facts are: children have 50% less free time today than they did in the 1970s;

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children between 8 and 12 years spend half their free time indoors glued to the T.V. and computer screens.

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(Source: ABS 2012)

Go outside and play!

How do boys and girls spend their free time?

The graph below shows how children aged between 5 and 12 years spent their free time during the final two weeks of school in 2012.

© ReadyEdPubl i cat i ons Graph 1 •f orr evi ew pur posesonl y• Source: ABS 2012

96 96

64

73

78

83

5 to 8 yrs 9 to 11 yrs

organised skateboarding, sport and rollerblading, dancing riding scooter

riding a bike

watching T.V. other DVDs or screen-based videos activities

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72 68

. te o that children Graph 2 and Graph 3 below show the top five internet activities c . ehaving screen-time. aged between 5 toc 8,h and 9 to 11 participate in, when r er o st super Graph 2 Internet Time For 5 To 8 Year Olds

Graph 3 Internet Time For 9 To 11 Year Olds

Downloading music, etc.

Downloading music, etc.

Surfing and browsing

Surfing and browsing

Music and videos

Music and videos

Online games

Online games

Educational activities

Educational activities 0

20 40 60 80 100

0

20 40 60 80 100

Curriculum Link: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Elaborations: Comparing the characteristics and benefits that can take place in a natural environment and those that can take in a built environment. Participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation.

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Activity

Go Outside And Play!

 Use the information on the previous page and your own experiences to answer the following questions.

1. Give two reasons why adults might ask you to go outside and play. Use these words to help you come up with an answer: air, nature, people, oxygen, animals, social, imagination, adventure, exploration, co-ordination, cabin-fever.

REASON 1: _ ______________________________________________________

or eBo st r e REASON 2: _ ______________________________________________________ p ok u _ _______________________________________________________________ S Teac he r

_ _______________________________________________________________

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2. How many hours a day do you spend participating in some kind of physical activity? What do you do to be active?

_________________________________________________________________

_________________________________________________________________

3. What do you think prevents some children from participating in outdoor activities after school?

© ReadyEdPubl i cat i ons _________________________________________________________________ •f orr evi ew pur posesonl y• _________________________________________________________________

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4. According to Graph 1, what percentage of children between 9 and 11 years of age spent their time in an organised sport or dancing? Why do you think this percentage is higher than it is for children who are between 5 and 8 years old?

_________________________________________________________________

_________________________________________________________________

. te ouse the 5. Study Graph 2 and Graph 3. For which activity do children mostly c . che e Internet? r o r st super _________________________________________________________________ 6. Give one example of how 5 to 8 year olds and 9 to 11 year olds use the Internet differently.

_________________________________________________________________

7. Do a quick survey of your class. Do you think children should have less screentime and more outdoor time? Do a tally on the back of this sheet.

RESULT: __________________________________________________________

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_________________________________________________________________ Curriculum Link: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Elaborations: Comparing the characteristics and benefits that can take place in a natural environment and those that can take in a built environment.

Participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation.

The Great Outdoors 1

Activity

Parks, playgrounds and even your own backyard are ideal places to have contact with the outdoors and notch up physical activity hours. Whether you simply want to play or participate in organised activities, the great outdoors provides a perfect environment.

Parks And Playgrounds

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1. Create a mind map of the different activities that you can do in a park or playground. Talk about what’s fun to see and do in these places.

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Your Outdoor Space

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

2. _Draw and describe your favourite place outdoors where you participate in some form of physical activity. Draw yourself doing this physical activity.

You might show yourself doing this physical activity with friends or family members. E.g. kicking the soccer ball in the backyard, playing on the swing set with a neighbour, etc.

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Curriculum Link: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Elaboration: Participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation.

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The Great Outdoors 2

Activity

Nature reserves and national parks offer endless opportunities to be active and to enjoy nature and our heritage.  What types of activities have you enjoyed on a visit to a national park?

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 Look at the following images. Suggest physical activities for each image that you could participate in while visiting these natural areas. Write your suggestions under each image.

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Curriculum Link: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Elaboration: Participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation.

National Parks

Activity

1. Research a national park or reserve in your state or territory where you could participate in fun physical activities and games and complete the information file.

Name of national park:____________________________________________ Location:________________________________________________________

Open Grassed Area Activities/ r o t s eBo Games r e p ok u S

Cave/Rock Activities

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Water Activities

Nature Trails Or Other © ReadyEdPubl i c at i ons Activities/Games

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2. Send a tweet telling your friends about a recent visit to a local national park.

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Curriculum Link: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Elaboration: Participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation.

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Outdoor Games And Activities

Activity

1. Find the names of 12 physical activities and games that can take place outdoors. Words can be found vertically, horizontally and backwards. bushwalking jogging

canoeing camping

beachcombing

rappelling

surfing skiing

gardening

fishing

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2. Highlight the activities in the word search that you have tried. Highlight in another colour the activities that you would like to try.

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3. What do you feel like when you have spent the day outside? che e r o r st super ________________________________________________________________ ________________________________________________________________ 4. What do you feel like when you have spent all day inside? ________________________________________________________________ ________________________________________________________________ 5. Do you sleep better after spending the day inside or outside? ________________________________________________________________ 58

Curriculum Link: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Elaboration: Participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation.

Natural and Built Environments

Activity

On the previous page you explored ways to be active outdoors.

To participate in physical activities you can take advantage of the different characteristics of natural and built environments.  Look at the two environments pictured below. They provide you with opportunities to be physically active. Label each environment either natural or built. Under benefits, say what physical activity or game you could do in each environment and list a benefit of being outside doing this activity. Draw your own in the final box.

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Curriculum Link: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Elaborations: Comparing the characteristics and benefits that can take place in a natural environment and those that can take in a built environment. Participating in physical activities in natural environments in the local area and reflecting on the enjoyable components of participation.

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Section 5: Su

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T eachers ' N otes

Heritage And Culture

Section 5 Notes for pages 62 and 63

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Notes for pages 68 and 69

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The narrative of the Dreaming Story Tiddalick The Greedy Frog appears in different forms and its protagonist takes different names depending on where the story is told.

However, it is one of the best-known stories and its themes centre on drought, the need to share water and not being selfish. Discuss the timeless issue of drought in the country and the need to conserve precious water resources. Focus children’s attention on the role of the lessons in this story in helping Indigenous Australians survive during drought. As you read through the story, the class can sequence the images on page 63.

For extension, children could create another animal’s attempt to make Tiddalick laugh and draw the scene in their books.

ANSWERS FOR PAGE 63 wombat, kangaroo, emu, lizard, eel and Tiddalick laughing

SUGGESTED ANSWERS FOR PAGE 67 1) Similar: toads are main characters; animal characters; animals work together to solve problems; drought as a central theme; good versus bad; animals are native to the stories’ settings; humorous feats; rain returns.

Dissimilar: toads are unalike in personal characteristics; not all animals go on a journey; gods not present in both stories, etc.

Drought folk tales are common throughout Asia and there are versions of the When Heaven Called Toad "Uncle" in Indonesia, India and Cambodia.

Ask students to discuss in small groups their favourite dishes served during the week.

Compare these to dishes baked for special occasions: Christmas, birthdays, religious celebrations, etc. Why are some dishes served only at certain times? Introduce the concept that food practices differ within families and in the wider community.

ANSWERS FOR PAGE 68 1) Small potato pancakes served at Hannakah.

2) Milk and sugar sweets served during Hindu festivals such as Diwali. 3) Long noodles that should not be cut, served at Chinese New Year. 4) Greek bun with traditional red-dyed egg.

ANSWERS FOR PAGE 69 1 a = spill the beans b = butter wouldn’t melt in his mouth c = in a pickle d = egg on e = say “cheese” f = take it with a pinch of salt g = a dish fit for the gods h = sour grapes 2 Jewish proverb – a good meal can help you face your worries. Latvian proverb – sharing meals is just as important as the food itself.

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If children are reading the script When Heaven Called Toad "Uncle", a highlighter pen will be useful to identify the five animals that accompany the toad on the journey.

As this story has a more complex narrative than Tiddalick The Greedy Frog, you could pause after paragraph 3 to recap Toad’s plan for entering Heaven’s Gate in preparation for the task on page 66 and discuss Toad’s perceptions of the dangers that might be awaiting the animals. Elicit adjectives to describe Toad’s (and other characters’) personal qualities. On completion of the story, explore the themes of drought, companionship, being a hero, vanity, etc. The folk tale also gives insights into the concepts of heaven and natural disasters in Vietnamese culture.

For extension, children could draw and paint Toad’s return to Earth on the Black Dragon.

ANSWERS FOR PAGE 66 1) Children could peer mark the battle plan maps. 2) Old Man Heaven spent his time sleeping and had neglected his duty to send rain. 3) Importance of friendship/being persistent/accepting responsibility.

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Notes for pages 64, 65, 66 and 67

o c . che e r o r st supe r Notes for page 70

This activity page could be set as a homework task with children collecting information on their family history or given permission to bring objects to class to share, that are a part of their family’s heritage.

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A Dreaming Story

Activity

TT Read the indigenous Dreaming story then complete the tasks on page 63 and 67.

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Tiddalick The Greedy Frog (adapted by Lisa Craig) A long time ago before people lived The frill-necked lizard was very on Earth, there was a big frog called confident. “Watch me, you big bad Tiddalick. Tiddalick lived in the hot frog,” she challenged. The lizard Australian desert and he thought he turned around and around and was the boss of all the animals. around like a ballerina on the desert sand until she was very dizzy and fell One day Tiddalick was very thirsty. over, but Tiddalick didn’t laugh.

He went to the only pond of water in the desert garden and he started The eel that lived in the pond to drink all the water. He drank and wriggled over to Tiddalick and drank and drank. He grew bigger and started to tickle his leg with his tail… bigger and bigger. then he tickled him on the belly… then under Tiddalick’s arms. Now He didn’t leave one drop of water in the eel was around Tiddalick’s neck the pond. The other animals in the and suddenly Tiddalick started to desert came to the pond to drink. laugh. He laughed and laughed and There was no water! They were laughed. His belly began to wobble. so thirsty. Then they saw big, fat Tiddalick laughed so much that all Tiddalick. "Tiddalick drank all the the water came gushing out of his water!” cried the kangaroo. mouth and there was water flowing "What can we do?” asked the again for the animals and plants of kookaburra. the desert.

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“I know!” said the sleepy wombat.

“Let’s make him laugh and laugh and laugh, then all the water will come out of his mouth.”

The kangaroo, the kookaburra, the emu, the eel, the wombat and the lizard laughed too and they danced together under the desert sun. All the animals were happy again.

hopped up and down, up and down, up and down. But Tiddalick didn’t laugh.

something very important. Did you?

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Curriculum Link: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Elaboration: Reading Dreaming stories unique to an Aboriginal group and comparing them to stories shared in different cultures.

A Dreaming Story

Activity

TT After listening to the story Tiddalick The Greedy Frog, colour and cut out all the pictures.

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Tiddalick laughed so much that all the water came out of his mouth.

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TT Arrange the pictures so that they reflect the order of events in the story.

The kangaroo hopped on one leg.

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The lizard turned around and around and around.

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The emu danced the can-can and wobbled his big bottom.

The eel tickled Tiddalick with his tail.

Curriculum Link: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Elaboration: Reading Dreaming stories unique to an Aboriginal group and comparing them to stories shared in different cultures.

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A Vietnamese Folk Tale TT Read the story below and on the following page, then complete the tasks on pages 66 and 67.

When Heaven Called Toad “Uncle” (adapted by Lisa Craig) the rock to my right. Wasp, hide behind the door when it opens. Tiger, crouch behind me so you are invisible. When I grind my teeth, it will be time to reveal yourselves.”

Toad smiled kindly at his companions and sounded the drum with three booming blows.

or eBo st r e p o u Old Man Heaven andk the Thunder God S were rudely woken from their peaceful

The little toad planned to make the gruelling journey to Heaven to beg for rain. On his way through a dusty, deserted village, Toad heard a grumpy voice, “Why are you in such a hurry?” The toad looked in the tangled roots of a dead mangrove tree and saw a crusty old crab. He told Crab about his mission. Other neighbours poked out their heads and scoffed at Toad’s plan.

Toad invited Crab to join him. Crab took a few sideways steps to retreat into his burrow, then he looked at Toad and replied, “Alright, I will be your companion on this silly journey. What have I to lose?”

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A long time ago, Heaven sent a long drought upon all the life on Earth. The rivers dried up, the plants shrivelled and died, fires burned day and night and there was not a drop of water to be found. The majestic animals of the rainforests lay thirsty and starving in the shrinking shade of the once proud trees. All seemed lost. But one animal, a blotchy purple toad, decided to do something about the chaos.

dreams. “Go and see who dares to wake us Thunder and take your Lightning Hammer with you,” Old Man yawned. Thunder wiped the cobwebs from his hammer and set off to investigate the intrusion. Thunder could not believe his eyes when he spotted the blotchy, puny toad. Thunder did not want to waste a blow from Lightning Hammer on a lowly little toad so he sent Heaven’s Rooster to peck Toad to death.

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Further along the path, Toad encountered a gasping tiger and an exhausted bear too weak to growl. Toad invited the animals to follow him. “It would be better than waiting here to die, Cousin Toad,” Tiger and Bear agreed. The band soon grew to six with Wasp, whose honeycomb had disintegrated into thin air and a timid red sun-burnt fox. Together the creatures reached the end of the winding trail that led to Heaven’s Gate. Before Toad sounded the massive drum to open the gate, he gave his followers his orders, “If we are to survive, you must do as I say. Crab, you must hide in the jar of water over there. Fox, hide in the bushes to my left. Bear, hide behind

The Rooster’s sharp beak and claws narrowly missed Toad who began to grind his teeth. As the rooster was about to swallow Toad, Fox leaped out and locked her jaws around Rooster’s neck, killing him.

Furious, Thunder summoned Heaven’s Hound to attack. Bear sprang into action and with one mighty smack, sent Heaven’s Hound flying over the next mountain.

Old Man Heaven was not impressed with Thunder’s progress. He ordered Thunder to use the Lightning Hammer to destroy Toad.

Toad slowly began to grind his teeth again.

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Wasp flew straight up Thunder’s nose and delivered a venomous sting. Thunder felt the pain spreading through his body. He grabbed at the jar of water to put out the fire in his lungs. At last, it was Crab’s time.

Crab’s sword-like pincer’s cut into Thunder’s flesh. Thunder stumbled blindly towards

Curriculum Link: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Elaboration: Reading Dreaming stories unique to an Aboriginal group and comparing them to stories shared in different cultures.

A Vietnamese Folk Tale When Heaven Called Toad “Uncle” (adapted by Lisa Craig) Heaven’s Gate dropping his Lightning Hammer. Tiger timed her pounce perfectly and with one ear-shattering roar, she tore Thunder in two.

“Thank you for rescuing our Earth. The next time a drought arrives to threaten us, we will make our way here to ask for your help Old Man. Old Man stiffened, “You will not have to make this dangerous journey ever again, Uncle* Toad. All you have to do is grind your teeth and I will send the Rains,” promised Old Man.

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Old Man Heaven could not believe that the Thunder God had been beaten by a band of animals. He appealed to Toad to bring Thunder’s body to him so that Thunder could be healed. Bear and Tiger put Thunder’s two halves side by side. Old Man was still angry with the intruders and as he poured the nectar of life over Thunder’s body, he was plotting his revenge against Toad. Clever Toad had sensed that this was a trick. He ground his teeth even more loudly. Crab, Tiger, Bear, Wasp and Fox formed a protective circle around their brave leader. Each creature displayed their special weapons to the Old Man. Heaven’s army saw that Old Man Heaven was powerless and fled in fear. Thunder God would remain in two pieces.

fear. I will send the Rain and Wind Gods to arrange a storm at once. Are you satisfied now?”

To show that he was true to his word, Old Man Heaven instructed the Black Dragon to carry the six companions on a rain cloud safely back to Earth. For over a thousand years, the sound of Toad grinding his teeth has been a sure sign that rain is on its way.

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Old Man Heaven finally realised that he had been defeated. He asked to listen to Toad’s demands. The little toad hopped onto Heaven’s throne and cleared his throat, “For four long years we have had to endure a drought that has caused the land to dry and the animals to suffer a cruel fate. We thought that somehow we had offended Heaven and the drought was our punishment. Little did we know that Heaven was too busy napping and lazing around to notice our misery. I have come all this way with my companions to wake you out of your sleep and beg you to send the rains we need to keep Earth alive.” Old Man Heaven heard the passion and anger in Toad’s words. He looked at the trembling animals. He put up his hand and said, “Toad and I are friends. There is no need to

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© ReadyEdP ubl i cat i ons *“uncle” is a term of respect in Vietnamese culture.

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Curriculum Link: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Elaboration: Reading Dreaming stories unique to an Aboriginal group and comparing them to stories shared in different cultures.

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A Vietnamese Folk Tale

Activity

 Listen to or read the Vietnamese folk tale entitled When Heaven Called Toad "Uncle” on the previous two pages.

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1. In the space below, draw up Toad’s battle plan for entering the Gates of Heaven. Annotate your sketch with Toad’s tactics for each animal.

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o c . che e r o st su 2. Why had there been a droughtr for four long years? er p

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3. What could this story teach us?

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Curriculum Link: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Elaboration: Reading Dreaming stories unique to an Aboriginal group and comparing them to stories shared in different cultures.

Comparing Cultural Stories

Activity

1. How are the stories of Tiddalick The Greedy Frog and When Heaven Called Toad "Uncle,” alike and different? Write your ideas below.

Tiddalick The Greedy Frog

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a brave, clever frog

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a greedy, selfish frog

When Heaven Called Toad "Uncle"

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2. Both stories have been handed down in their cultures over many generations. Research the origins of a folk tale that you have read or listened to. Report your findings on the back of this sheet.

Curriculum Link: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Elaboration: Reading Dreaming stories unique to an Aboriginal group and comparing them to stories shared in different cultures.

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Food And Your Culture

Activity

Everybody has their favourite foods that they enjoy cooking and eating. Our food tastes and preferences have been handed down to us through our families. Families from the same culture often share food preferences.  Complete the tables below with your research on the listed cultures and the occasions on which the specified foods are served.

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Occasion:

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Culture: Jewish

Food: Mithai

Occasion: Festival Of Diwali

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Description of Dish:

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Culture: Chinese

Description of Dish:

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Description of Dish:

 Research two different traditional dishes from an Australian indigenous or migrant community. Write a brief description of the ingredients, how the food is prepared and on which occasions the food is served. Present your research to the class.

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Curriculum Link: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Elaboration: Investigating how food practices differ between families, communities and cultural groups, and how food preparation and consumption are used to celebrate and pass on cultural beliefs, practices and values.

The Food Of Life

Activity

Food and eating are very important aspects of people’s lives. It’s no wonder that expressions and sayings involving food are part of our language and the languages of all other cultures of the world.

1. Match each saying or expression with its meaning.

or eBo st r Say “cheese” e p Take it with o a pinch of salt u k Sour grapes S Spill the beans Sayings And Expressions

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A dish fit for the gods Egg on Butter wouldn’t melt in his mouth In a pickle

Saying or Expression

a. To reveal a secret. b. A person who is very proper and never does anything wrong.

© ReadyEdPubl i cat i ons c. To be in• af difficult situation. orr evi ew pur posesonl y• d. To encourage someone to do something.

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f. Not to believe 100% that something is true. g. A meal cooked well with quality ingredients.

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e. A photographer’s trick to make you smile.

. t o h. To not accepte a defeat or disappointment fairly. c . che e mean? r o 2. What do you think that these sayings from other cultures r st super “Worries go down better with soup.”

“A smiling face is half the meal.”

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- Jewish Proverb

- Latvian Proverb

Curriculum Link: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Elaboration: Investigating how food practices differ between families, communities and cultural groups, and how food preparation and consumption are used to celebrate and pass on cultural beliefs, practices and values.

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My Family Heritage

Activity

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Families pass on their cultural background by sharing stories, food, photographs, letters, old toys, games, souvenirs and heirlooms (valuable objects that have been in a family for several generations).

Understanding your family’s culture gives you an understanding of your own past and the young person that you have become today.

 Think about the different ways that your family has taught you about your history and culture. Use the headings in the text boxes below to fill in things that you have learnt about your family’s story.

Photographs And Letters

Games

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Stories

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Curriculum Link: Research own heritage and cultural identities, and explore strategies to respect and value diversity (ACPPS042) Elaboration: Planning a day that celebrates the cultural diversity of students in their class by sharing food, stories and games from their cultural background.