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

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By Mary Serenc and W endy Harrap Wendy

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Written by Mary Serenc & Wendy Harrap. Illustrated by Terry Allen. © Ready-Ed Publications - 2002. Published by Ready-Ed Publications (2002) P.O. Box 276 Greenwood W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution. ISBN 1 86397 456 3


Learning Outcomes H is for Health is an easily integrated resource for use within the health curriculum for lower primary school. It was developed especially to provide fun, easy-to-follow activities which encourage interaction, discussion and learning of good health habits for life. These activities provide for a variety of teaching strategies, where children are using fine motor skills appropriate to this age group. The content areas include: Š taking care of and protecting ourselves in our environment; Š forming daily health habits; Š learning about changes as we grow; Š respecting ourselves and others; Š developing positive self concepts for getting along with others. The activities in the book relate to strands and learning outcomes from the document *‘Health and Physical Education - a curriculum profile for Australian schools’ as below: Related Outcome The student ...

4 5 6 7

understands that the body needs rest in order to stay healthy. understands that the body needs rest in order to develop. discusses the body’s way of telling them they need rest. discusses the effects of exercise on the body.

8

explores ways in which they can participate in physical activity.

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describes physical activities people choose for recreation and identifies some of the reasons for their choices. identifies common foods essential for growth and activity. classifies a variety of foods using a Healthy Diet Pyramid. identifies a variety of fruits and discusses the benefits of eating fruits and vegetables. discusses ways of preparing healthy foods. discusses the benefits of including apples in the diet. understands the importance and nutritional value of dairy products in the diet. identifies ways in which they can maintain personal cleanliness and hygiene. discusses daily health habits that promote social, physical and emotional health. describes what people to do to maintain dental health.

20

discusses how people take care of their teeth.

21

discusses the reasons that children lose their teeth.

22

understands the importance of protecting themselves from the sun.

23 24 25-28

discusses safe and healthy ways to enjoy the sunshine. discusses safe and healthy ways to enjoy the sunshine. understands the need to wear appropriate clothing during different seasons. discusses the qualities they look for when developing friendships. discusses incidents of bullying and identifies ways to deal with this kind of behaviour in the playground. identifies the qualities they look for when developing friendships. discusses how they feel about their current friends and what they can do to promote social growth. identifies different parts of the body and their uses. understands that babies have many needs and can greatly impact on the family unit. describes how people change as they grow older.

10 11 12

13 14 15 16-17 18

32 33-34 35-38 39 40

People and Food 2.7 People and Food 2.7 People and Food 2.7 Health of Individuals and Populations 1.9 Health of Individuals and Populations 2.9 Health of Individuals and Populations 1.9 Health of Individuals and Populations 1.9 Health of Individuals and Populations 1.9 Health of Individuals and Populations 1.9 Safety 1.12 Safety 1.12 Health of Individuals and Populations 1.9 Human Relations 1.13 Safety 2.12

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Human Development 2.1 Human Development 2.1 Human Development 2.1 Physical Activity and the Community 2.5 Physical Activity and the Community 2.6 Physical Activity & the Community 2.6 People and Food 2.7 People and Food 2.8 People and Food 2.7

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Human Relations 2.13 Human Relations 2. 13 Human development 1.2 Human development 1.1 Human Development 1.1

* Health and Physical Education - a curriculum profile for Australian Schools ISBN: 1 86366 211 1 This document is published by: Curriculum Corporation, St Nicholas Place, 141 Rathdowne St, Carlton VIC, 3053

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(1994)

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Contents The activities in H is for Health will support the classroom teacher in planning and introducing many of the concepts in the lower primary Health and PE syllabus. A variety of fun and innovative worksheets is provided for each topic below. For the teacher, suggested activities can also be found at the bottom of each page.

Content Area

Page Title

Sleep & Exercise

Sweet Dreams ‘Do Not Disturb’ Doorhanger A Bedtime Story Ernie Emu Let’s Move Fun and Games Food Monster The Food Pyramid Fabulous Fruit Flavours Scrumptious Salad What Am I? Funny Bones Grimy Grub Squeaky Clean You Have One Body. Take Care of It. Yummy - Yummy Superbrush Tooth Fairy Slip, Slop, Slap! Summer Wordfind Sports Day Sort The Clothes Dressed For The Weather - Boys Dressed For The Weather - Girls I Spy With Skippy A Good Friend - Boy A Good Friend - Girl Bully Booklet My Friend Pizza Party Play Safe Game Bits and Pieces My Hair Book Fairytales Dice Game How Many Body Parts? Baby Crossword Growing Up

Daily Health Habits

4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

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Food & Nutrition

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Social Growth

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Changes As We Grow

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Environmental Factors & Protecting Our Bodies

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Name: ____________________

My body

Sweet Dreams rests by going to sleep.

Sleep & Exercise

bedbug bed g u b b d e

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r o e t s Bospots r Draw e p ok on my u S pyjamas.

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My bedtime is _____________________ . I wake up at _____________________ .

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Good night. o Sleep. tight. c che e r Don’t o let the r st super bedbugs bite.

Sleep and Exercise - Sweet Dreams. Class Discussion - Why do we need sleep? What is your bedtime routine? e.g. go to the toilet, brush your teeth, read a story. Read the sheet together as a class. Ask children to fill in the missing words. Recite the bedbug rhyme. Follow directions to complete the sheet. Read stories, rhymes and lullabies which relate to sleeping, e.g. Sleeping Beauty, Hush-a-bye Baby, Little Boy Blue, Frere Jacques.

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Name: ____________________

Sleep & Exercise

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I need my

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‘Do Not Disturb’ Doorhanger

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Sleep and Exercise - ‘Do Not Disturb’ Doorhanger. Class Discussion - What are some ways to help you sleep? e.g. glass of milk, reading a book, listening to music, resting quietly. Help children read, trace, colour and cut out door knob hanger to use at home. Extension - Discuss and list animals which are nocturnal, i.e. more active at night than day, e.g. koalas, owls, possums, bats, bilbies.

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Name: ____________________

Sleep & Exercise

Fold

A Bedtime Stor y Story

Feeling 2.

Fold

4.

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sleepy ...

Time for bed.

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1. Sleep and Exercise - A Bedtime Story. Class Discussion - What are the body’s ways of telling you you need sleep? Help children cut out and fold into a booklet. Trace over words, colour and read.

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Name: ____________________

Ernie Emu

Sleep & Exercise

3 Read and discuss. Colour, cut out and use a split pin to make Ernie Emu.

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I run around in the bush every day looking for food. Running makes me thirsty just like you. When you run, you feel hot, sweaty and out of breath breath. Why does this happen?

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Sleep and Exercise - Ernie Emu. Discuss how we feel after aerobic activity and why. When we exercise we work our muscles harder and need more energy. Therefore we need to take more air (oxygen) into our lungs. We do this by panting or breathing more quickly which makes the heart beat faster to send more oxygen in the blood to the muscles. Sweating is our body’s way of cooling us down. Help children assemble Ernie the Emu with a split pin.

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Name: ____________________

Let’s Move!

Sleep & Exercise

3 Try these exercises. Then cut and paste. Draw the matching picture.

hop

jog

jump

skip

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I can _______________

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Sleep and Exercise - Let’s Move! Try some aerobic activities such as jogging, jumping, skipping, hopping, stretching, star jumps, knee bends, sit-ups, running, etc. Ask children to cut and paste the activities above and draw themselves in action.

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Name: ____________________

Sleep & Exercise

Fun and Games

At school I play ___________ ________________________

or eBo t s After school I likee tor ________

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On weekends I can ________

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With my friends I play _______

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Sleep and Exercise - Fun and Games. Brainstorm and list favourite sports/outdoor activities, e.g. bike riding, swimming, soccer, horse riding, running with the dog, bouncing/kicking a ball, dancing, tennis, etc. Ask children to complete the sentences above, drawing themselves playing favourite sports/games.

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Name: ____________________

Food Monster

milk

Food & Nutrition

cereals cheese

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eggs

fish

meat

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Crunchy apples, r o e t s Bo r e Vegies too. p ok u Bread and cheese, S Are good for you.

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bread

Food and Nutrition - Food Monster. Discuss the need for a balanced diet, consisting mostly of food from the bread and cereals and fruit and vegetable group, followed by some serves of the milk and meat/fish/eggs group and only a few serves from the fats/oils/sweets group. Trace over words and colour to complete. Children can also work in groups to make their own food monsters using pictures from magazines.

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Name: ____________________

Food & Nutrition

The Food Pyramid

3 Colour, cut and join to make the food pyramid.

Bread and Cereals

r o e t s Bo r e s l i p o O u k Meat/Fi s h S

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Eggs

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Food and Nutrition - The Food Pyramid. Discuss the need for a balanced diet using the five food groups. Colour, cut out and glue to make the food pyramid. Follow-up activity - Ask children to cut out food pictures from a magazine and glue to a paper plate to make up a healthy meal. Discuss finished results.

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Name: ____________________

Food & Nutrition

Fabulous Fruit Flavours

3 Write the fruits in alphabetical order. Find them in the picture and colour them in. Try them with ice-cream. DELICIOUS!

pineapple

r o e t s Bo r e p ok u S strawberries bananas oranges

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watermelon

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grapes pears apple

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cherries

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Food and Nutrition - Fabulous Fruit Flavours. Name and list a variety of fruits. Discuss favourites. Discuss the benefits of eating fruit - often a good source of fibre, vitamins and minerals. Help children follow instructions on the sheet. Follow-up Activity - Discuss differences between fruits and vegetables and the way they are eaten/prepared. Make a collage of ‘Fruit and Vegetables’ with pictures of fruit and vegetables from magazines.

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Name: ____________________

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c he 3 Let’s make a healthy salad. Fill in the missing words and colour in. r

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Scrumptious Tea Salad

Try my recipe! Wash, chop and mix these ingredients for a crunchy lunch!

Food & Nutrition

__ __ __ __ __ __ __

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Food and Nutrition - Scrumptious Salad. Discuss ingredients used to make salads. Complete the sheet. As a follow-up children can work in groups to make their own salad. Add a dressing to taste. Serve the salad on paper plates for children to taste. As an alternative, make a fruit salad.

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Name: ____________________

Join the dots to find the answer.

What Am I?

Food & Nutrition

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r o e t s Bo r What am I? e ok I am a healthyup S fruit. I am popular in lunchboxes. I can be green or red or yellow. I am crunchy.

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An a day keeps the doctor away.

Eat

fruit

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Food and Nutrition - What Am I? Help children read and follow instructions to complete the sheet. Discuss and show some of the different varieties, e.g. ‘Jonathan’, ‘Granny Smith’, ‘Golden Delicious’. Discuss why they are a healthy and popular fruit - a good source of fibre, vitamins and minerals, crisp flesh, fresh flavour, portability (can be taken anywhere for a quick snack), and keeping quality. Follow-up Activity - Taste test a variety of apples. Ask children to give words to describe taste and texture. List words on the blackboard to use in short sentences/poems.

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Name: ____________________

Funny Bones

Food & Nutrition

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

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Teac he r

What builds strong bones and teeth?

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Food and Nutrition - Funny Bones. Discuss how milk and milk products such as cheese and yoghurt supply protein and calcium which help build bones and teeth. Ask children to name a variety of dairy products or foods which use milk as a main ingredient, e.g. custard, puddings, sauces, etc. Children colour poster and display. Follow-up Activity - Make dairy product mobiles using empty cartons of yoghurt, milk, etc.

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Name: ____________________

Grimy Grub

Don’t be a grub. Clean

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

Help Grimy Grub scrub up. What can he do to look better and feel good about himself?

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Teac he r

Help! I don’t feel so good. My clothes are smelly and I look a mess.

Daily Health Habits

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

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Daily Health Habits - Grimy Grub. Ask children to relate experiences where they couldn’t have a wash, e.g. camping. How did they feel? Discuss why daily cleanliness habits are important to keep healthy and feel good about yourself. Read the rhyme and help children colour and complete the sheet.

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Name: ____________________

Daily Health Habits

Squeaky Clean

Write in the missing words.

I wash and comb my __ h __ __ __.

I brush my

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hair teeth hands short shower I wash my handkerchief My fingernails © Ready EdPubl i cat i ons __ __l __• __ __ hon and toenails •f orr evi ew pur poses y are clean and after I’ve been to the toilet. __ __ __ __ __. s

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Daily Health Habits - Squeaky Clean. Place a toothbrush, a handkerchief, soap, tissues, comb, shampoo, sponge and nail scissors in a bag. Take out one item at a time. Ask children to name it and describe its purpose. What do all the items have in common? (They are all things we need to keep our body clean.) Help children read and complete the worksheet.

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Name: ____________________

Daily Health Habits

You Have One Body. Take Care Of It. r o e t s Bo r e p ok u S Play safe.

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3 Trace and colour.

Exercise

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Daily Health Habits - You Have One Body. Discussion - You have one body for the rest of your life. You need to take care of it so it grows healthy and strong. How can we do this? Discuss good health habits: exercise, rest, eating healthy foods, safety when playing. Children trace and colour in to complete the poster.

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Name: ____________________

Daily Health Habits

fruit holes brush

Yummy - T Ye ummy ach 3 Write in the missing words. e

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Always __ __ __ __ __ after eating lollies.

Brush away - fight decay.

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Daily Health Habits - Yummy - Yummy. Discussion - Why do we need teeth? Why do our teeth fall out? We have two sets of teeth - 20 baby teeth and 32 big teeth which have to last the rest of your life. Why do holes sometimes form in teeth? How can we take care of our teeth? Help children read and complete the worksheet. Make a bookmark by cutting along dotted line, colouring and fringing the end of the toothbrush.

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I am a _______________

I look in your mouth with a small mirror. w I sometimes fill holes in your teeth. ww

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Who am I? I have a special chair for you to sit on.

I am _________________

What am I? I’m soft and gooey. I am sometimes stripy. I can be different flavours. I come in a tube.

Here comes Superbrush to the rescue, fighting germs and plaque.

Superbrush w e i ev Pr

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What am I? I am made of plastic. I can be any colour. I clean your teeth each day. I brush the plaque away.

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I am a _______________

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Name: ____________________

Daily Health Habits - Superbrush. Discussion - How can we take care of our teeth? Help children read and solve the What/Who am I? riddles. Colour sheet.


Name: ____________________

Tooth Fairy

Daily Health Habits

Teac he r

3 Help the Tooth Fairy collect the teeth. Just add the word tooth to make new words. Colour a coin in her basket each time you make a word.

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________ brush

© ReadyEdPubl i cat i ons •f orr evi ew pur poses onl y•less ________

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Daily Health Habits - Tooth Fairy. Discussion - Why do we lose our teeth? Have you ever had a toothache or a wiggly tooth? Talk about the Tooth Fairy. Help children make new words and discuss meanings to complete the sheet. Follow-up - Read Tooth Fairy stories.

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Name: ____________________

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Slip on a

Slop on some

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Environmental FFactors actors & Protecting Our Bodies

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shirt

Environmental Factors & Protecting Our Bodies - Slip, Slop, Slap! Discuss the Slip, Slop, Slap! message. Children trace over words, then cut and paste to complete each sentence.

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Name: ____________________

Environmental FFactors actors & Protecting Our Bodies

Summer Wordfind

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Environmental Factors & Protecting Our Bodies - Summer Wordfind. Discussion - Why do we need to be careful about how long we spend in the sun? How can we protect ourselves from the sun when playing? What extra precautions do we need to take at the beach or when swimming? Read through the words listed and complete the wordfind.

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Environmental FFactors actors & Protecting Our Bodies

Sports w Day e i SLIP on a________________________ ev Pr

SLOP on some ___________________

SLAP on a _______________________

Tomorrow is Sports Day. Choose from the word list to show what you will need to bring:

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Name: ____________________

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skateboard hat towel thongs jewellery snack w ww gloves toys

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Don’t be slack. SLIP, SLOP, SLAP!

sunscreen flippers sunglasses water bottle goggles joggers sports shirt streamers

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Environmental Factors & Protecting Our Bodies - Sports Day. Discuss the Slip, Slop, Slap message. Discuss what happens at the school sports day. Read through the word list, discussing which items children would wear and put in their bags for the day.

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Winter W ardrobe Wardrobe

trackpants

thongs

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beanie

r Draw a line to match words and pictures.

Environmental FFactors actors & Protecting Our Bodies

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Sort The T Clothes eac he 3 Colour, cut and paste the clothes below into the wardrobes.

Name: ____________________

jacket

T-shirt

boots

shorts

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Summer W ardrobe Wardrobe

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Environmental Factors & Protecting Our Bodies - Sort The Clothes. Name each item of clothing and discuss in which season it would be worn. Children cut and paste pictures into correct wardrobes, then draw lines to match words and pictures.

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Environmental FFactors actors & Protecting Our Bodies

Dressed For The w Weather - Boys e vi 3 Colour. Cut out alonge dotted lines. Fold over tabs to fit. Pr

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Name: ____________________

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Environmental Factors & Protecting Our Bodies - Dressed For The Weather - Boys. Discuss and name the clothing drawn. What time of year would you wear each outfit? Why do we wear different clothing for winter and summer?

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Environmental FFactors actors & Protecting Our Bodies

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Dressed For The T W eather - Girls ea chtabs to fit. 3 Colour. Cut out along dotted lines. Fold over e

Name: ____________________

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Environmental Factors & Protecting Our Bodies - Dressed For The Weather - Girls. Discuss and name the clothing drawn. What time of year would you wear each outfit? Why do we wear different clothing for winter and summer?

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Name: ____________________

s __ ck __

sh __ __ s

sk __ __ t

s __ i __ t

s __ o __ t __

s __ __ g __ __ t

sc __ __ f

sw __ mm __ __ s

s __ __ d __ __ s

sk __ v v __

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Environmental FFactors actors & Protecting Our Bodies

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I spy with my little eye, clothes beginning with ‘s’. Fill in the missing letters to find them.

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Environmental Factors & Protecting Our Bodies - I Spy With Skippy. Brainstorm and list names of clothes beginning with s. Children find the answers using listed words and pictures as clues.

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Name: ____________________

Social Growth

A Good Friend - Boy

3 Colour, cut out and join the pieces to make a good friend.

p u S

ok

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Teac he r

I like you the way r o e t s Bo r you are. e

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Social Growth - A Good Friend - Boy. Class discussion: Think about one of your friends. What makes them a good friend? List some of the answers, e.g. They are kind. They help me out. They’re on my side. They like me and I like them. They don’t say things to hurt me. They like to play the same games as me. They listen to me. Then colour, cut and paste to make a good friend.

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Name: ____________________

Social Growth

A Good Friend - Girl

3 Colour, cut out and join the pieces to make a good friend.

p u S

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Teac he r

I like you the way r o e t s Byou r e o are.

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Social Growth - A Good Friend - Girl. Class discussion: Think about one of your friends. What makes them a good friend? List some of the answers, e.g. They are kind. They help me out. They’re on my side. They like me and I like them. They don’t say things to hurt me. They like to play the same games as me. They listen to me. Then colour, cut and paste to make a good friend.

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Name: ____________________

Social Growth

Bully Booklet

3 Fold into a book. Colour and read.

No-one has to put up with bullies.

1. 4.

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Walk away ...

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Tell someone about it, O.K.?

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2.

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Cut

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Social Growth - Bully Booklet. Class discussion: No-one should have to put up with being bullied. Discuss different forms of bullying - physical and verbal. Bullies are unhappy people who may bully to get noticed or to give them a feeling of power. Children make up the booklet by folding in half and in half again. Read through with the children, discussing each page. Try to get the message across that the best way to get rid of bullying is to tell on the bullies.

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Page 31


Name: ____________________

My Friend

Social Growth

We talk about

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We share

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3.

3 Cut along dotted lines. Fold to make a book. Finish the sentences and draw pictures.

We like tom. play

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2.

Fold

4.

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

o c . che e r o t r s super

1. Social Growth - My Friend. Class discussion: What makes a good friend? e.g. sharing, listening, playing together, co-operating, helping, being kind, having fun together. Children cut and fold to make booklet. Help children complete each sentence. Draw a picture and read booklets.

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Name: ____________________

Social Growth

Pizza Party

3 Write, cut and paste to make a pizza.

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Social Growth - Pizza Party. Discuss how we feel about our friends. Read the statements on the pizza slices. Share answers and complete the sheet by writing, then cutting and pasting to make a large pizza. Children can then colour and draw on their favourite toppings.

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Page 33


Name: ____________________

Play Safe Game

Social Growth

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You take turns down the slippery pole. Go forward 1 space. e at th n r u t ur d ait yo o forwar w u o Y .G slide spaces. 2

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Teac he r

3 You will need a marker for each player and a die.

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

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You line up at the water tap. Go forward 3 spaces.

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You run in the classroom and bump a friend. Go back to start.

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Social Growth - Play Safe Game. Discuss safety rules in the playground and the classroom. Children can play the game in small groups.

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Name: ____________________

Changes As W e Grow We

Bits and Pieces

3 Cut out and match the labels below.

ew i ev Pr

Teac he r

What am I? What am I? There are two of me. There is one of me. I let you hear things. Ie helpB you breathe. r o t s r e oo I smell things. p u k I am your___________ S I am your___________

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elbow knee

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ankle waist

chin forehead

Changes As We Grow - Bits and Pieces. Read the sheet with the children, discussing parts of the body and our five senses. Help children complete the What am I? riddles. Then cut out and glue labels.

Ready-Ed Publications

Page 35


Name: ____________________

Changes As W e Grow We

My Hair Book

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My hair is

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or

straight

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

3.

3 Cut out along dotted lines. Fold to make a book. Finish page 4 and colour in.

m . u

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or

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2.

Fold

4.

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

o c . che e r o t r s super

Hair can be 1. Changes As We Grow - My Hair Book. Discuss individual differences - hair types, styles, colour. Help children to read and complete booklet.

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Name: ____________________

Changes As W e Grow We

Fairytales Dice Game

Little Gingerbread Man 3 - eye 6 - belly button

1 - teeth 4 - eye

2 - tail 5 - leg

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

3 - ear 6 - nose

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Teac he r

1 - arm 2 - leg 4 - mouth 5 - nose

Big Bad Wolf

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3 - horn 6 - mouth

1 - beak 4 - comb

2 - eye 5 - foot

3 - leg 6 - egg

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1 - eye 4 - tail

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Changes As We Grow - Fairytale Dice Game. Cut each sheet into four. Give one fairytale character to each child in the class. Roll the dice. Children must draw the corresponding body part on their character. The first child to draw all six items/attributes wins the game.

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Page 37


Name: ____________________

Changes As W e Grow We

How Many Body Parts?

3 Count and write how many. Colour the pictures.

tail

head

legs

legs

beak

toes

feet

ew i ev Pr

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

w ww

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ears

legs . whiskers te ears tail

eyes

m . u

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

o c . che e r o t r s super ears

Changes As We Grow - How Many Body Parts? Discuss the names of various parts of the body. Children count and fill in the missing numbers.

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Name: ____________________

Changes As W e Grow We

Baby Crossword

3 Use the words below to do this crossword. 1.

r o e t s Bo r e p ok u S 2.

3.

5.

7.

6.

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4.

8.

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

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Pick up the baby and give it a __________. A baby will cry when it is __________. Let’s put the baby in the __________ and go for a walk. We change the nappy when it’s __________. The baby is sleeping in the __________.

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2. 4. 5. 7. 9.

Down 1. A baby needs lots of __________ to help it grow. 2. Babies can’t talk but they can __________. 3. Newborn babies can’t __________ food. 6. All babies drink __________. 8. Babies are born without __________.

cot sleep

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teeth milk

hungry cuddle

cry pram

wet chew

Changes As We Grow - Baby Crossword. Discuss and list everything children know about babies. Ask children who have baby brothers and sisters at home to relate their experiences. Help children complete the crossword.

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Page 39


Name: ____________________

Changes As W e Grow We

Growing Up

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

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Te en ag er

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

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When I grow up I want to Changes As We Grow - Growing Up. Discussion: Use the sheet to discuss the stages in the human life cycle from baby to grandparent. Discuss how, as children grow they will learn to do things for themselves and their responsibilities will change. Help children write captions for each stage of the life cycle and complete the sentence at the bottom of the sheet.

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H Is For Health