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Level 3

Written by Jenni Harrold RIC-0710 3.6/405

Published by R.I.C. Publications http://www.ricgroup.com.au


Foreword Health is a seven-level series that provides students with the background knowledge and skills they need to develop their own balanced lifestyle and to carry that healthy lifestyle through to adulthood. It explores physical, emotional and social aspects of health issues. This series has been written in line with current outcome statements in the Health and Physical Education learning area. A teacher information page has been included, along with answers where applicable. The factual and open-ended activities in this series aim to promote healthy living, for life, in your students.

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Health Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7

NT WA Vic. NSW Qld 1 K K 1 1 1 2 2 2 1 3 3 2 2 3 4 4 3 3 4 5 5 4 4 5 6 6 5 5 6 7 7 6 6 7

Tas. K 1 2 3 4 5 6

SA ACT 1 K 1 1 3 2 4 3 5 4 6 5 7 6

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This series includes:

Contents © R. I . C.Piiubl i cat i ons Teachers Notes ........................................ Curriculum Links ............................... iii – iv •f orr evi ew pur posesonl y• Stay Fit ..................................................... 18

Self-management Skills The student demonstrates basic self-management skills in familiar health and physical activity situations.

Concepts for a Healthy Lifestyle The student recognises that there are different aspects to personal health and how these contribute to their overall health, safety and physical activity.

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Leisure Time ............................................ 19 Babies Have Needs and Wants .......... 20 This Is What I Like About Me!........... 21 Changes .................................................... 22 Friends ..................................................... 23 Feeling Confident ................................... 24 Making Decisions.................................... 25 What Would You Do? ............................ 26 Express Your Feelings .......................... 27 Worries .................................................... 28 Say No! ..................................................... 29 Goals ......................................................... 30

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Safety First ............................................... 1 Accidents Do Happen! ............................. 2 A Healthy Environment .......................... 3 This Is Me! ................................................ 4 Groups ........................................................ 5 Families ...................................................... 6 Healthy Eating .......................................... 7 Where Did That Come From? ............... 8 Healthy or Unhealthy? ........................... 9 Eating Habits ........................................... 10 Healthy People ......................................... 11 Energy ....................................................... 12 Health Problems ...................................... 13 Make a Healthy Choice .......................... 14 Healthy Teeth ......................................... 15 Medicines .................................................. 16 Smoking ..................................................... 17

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Answers ..................................................... 31

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Teachers Notes The main goal of Health is to provide students with knowledge and promote the development of skills they need to create a balanced lifestyle and to carry that lifestyle through to adulthood. This book has been written in accordance with the current outcome statements and links to these for your State can be found on pages iii – iv.

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The activities provided in the series cover aspects of: • individual health; • human development; • safety issues; • human relationships; and • nutrition.

Many of the activities in this book are open-ended and provide students with an opportunity to voice their knowledge and opinions and to develop values. During discussions that arise from these activities, encourage students to develop critical thinking skills. Your responses to students’ statements are an important factor in developing these. In your responses, encourage students to analyse their statements by asking such things as ‘What could happen if you did that?’ or ‘Who else would be affected by that?’, rather than giving your opinion.

© R. I . C.Publ i cat i ons The factual quizzes and in this package should used to •f o rr e vquestions i ew p ur pos esbeo nl yfind •out

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Activity Pages

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what areas need to be developed further or revised.

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Curriculum Links The activities within this book have been written to develop the following outcomes. Learning Area – Health and Physical Education State National SA

Strand Human Development

Physical Activity and the Community

Outcome

Statement

2

2.1

Compares similarities and differences between people at different stages of life.

2.2

Identifies situations and behaviours relating to the human body that promote or lessen respect for individuals and groups.

2.5

Compares the effects of continuous and short bouts of exercise on the body

2

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People and Food

2

Health of Individuals and Populations

2

2.6

Describes physical activities people choose for recreation and identifies some reasons for their choices.

2.7

Discusses some physiological, social, cultural and community reasons for people’s food choices.

2.8

Selects and implements strategies for including certain foods in the diet.

2.9

Identifies the dimensions of health and appreciates the importance of achieving a balance among them.

2.10

Describes the processes people use in selecting health services and products.

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Level

Safety

2

2.12

Explains and demonstrates options to improve personal safety and the safety of others.

Human Relations

2

2.13

Identifies and takes part in group activities that encourage the participation and cooperation of all members.

2.14

Explains why there are particular rules about what is right or wrong, good or bad behaviour for different groups and situations.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Concepts for a Healthy Lifestyle

2

CHL 2

Recognises that there are different aspects to personal health and how these contribute to their overall health, safety and physical activity.

Self-management Skills

2

SMS 2

Demonstrates basic self-management skills in familiar health and physical activity situations.

Interpersonal Skills

2

IS 2

Uses communication and cooperation skills to share feelings and achieve basic needs when interacting with other people.

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VIC

Describes how cultural and national identities are expressed by individuals, and their significance for developing as a person.

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Physical Activity and the Community Human Development

2

Human Relations

2

Safety

2

Health of Individuals and Populations

2

People and Food

2

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WA

2.15

Compare the effects of continuous and short bouts of activity on the body. Compare similarities and differences between people at different stages of life. Identify situations and behaviour that promote or lessen respect for the human body. Demonstrate ways of enhancing and maintaining relationships between individuals and within groups. Explain why there are particular rules about what is right or wrong, good or bad behaviour for different groups and situations. Explain and demonstrate options to improve personal safety and the safety of others. Identify the dimensions of health. Identify the safe use of a range of services and products used to maintain health. Explain how the places where people live, work and play can influence health. Discuss influences on personal food intake. Discuss reasons for including particular foods in the diet.

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Curriculum Links State NSW

Strand Active Lifestyle

Level

Outcome

Stage 1

ALS 1.6 GDS 1.9

Growth and Development Interpersonal Relationships Personal Health Choices Safe Living

PHS 1.12 SLS 1.13

Participates in physical activity, recognising that it can be both enjoyable and important for health. Describes the characteristics that make them both similar to others and unique. Identifies the ways in which they communicate, cooperate and care for others. Recognises that positive health choices can promote wellbeing. Recognises that their safety depends on the environment and the behaviour of themselves and others.

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Promoting the Health of Individuals and Communities

2

Developing Concepts and Skills for Physical Activity Enhancing Personal Development

2

2.1

Students describe and demonstrate actions they can take to promote the different dimensions of the health of themselves and others.

2.2

Students explain the benefits of eating a variety of nutritious foods and plan ways to increase the range of nutritious foods in their diets.

2.3

Students propose and demonstrate ways to promote personal safety and the safety of others.

2.4

Students identify places where health products and services may be obtained and suggest reasons why people choose to use different health products and services.

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Queensland

IRS 1.11

Statement

D2.6

Students describe health services and how these contribute to the promotion of the dimensions of health.

2.3

Students compare the effects on the body of participating in physical activities of varying intensities.

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2.1

Students describe what they like about themselves, the ways in which they are special, how individuals are unique and how each of us has characteristics similar to those of other people.

2.2

Students suggest and demonstrate actions, behaviours and attitudes that support positive interactions with family, special people and friends.

2.3

Students compare similarities and differences between people at different stages of life.

2.4

Students demonstrate verbal and nonverbal skills to express ideas, needs and feelings and to show consideration of others.

D2.5

Students explain why there are particular rules about what is right or wrong, and about good or bad behaviour for different groups and situations.

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Safety First Whatever we do and wherever we go there are rules that help to keep us safe.

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in the playground

on the road

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1. Draw pictures to show some different safety first rules.

in the car

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at the park o c . ch Draw a tick in the box if you always follow each rule. e r er o t smight happen if each rule was supe r Choose two of the rules. Describe what in the kitchen

2. 3.

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© R. I . C.Publ i cat i ons • f orr evi ewriding pur osesonatl y • in the classroom ap bike the beach

at the pool

not followed. (a)

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Accidents Do Happen! Even when people are very careful, accidents can happen. Sometimes accidents can be quite serious and the person may need first aid. It is important to know what to do if someone needs help and is hurt.

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2. What could you do to help someone who: • has fallen in a swimming pool and can not swim?

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1. Make a list to show some of the reasons why accidents can happen; e.g. people may be tired.

© R. I . C.Publ i cat i ons is wearing clothes that have caught on fire? •f orr evi ew pur posesonl y•

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• has a blood nose?

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o c . c e her r What is the emergency number that yout should o s dial? super

Knowing how to use the telephone correctly can help if you are in an emergency situation. If there are no adults close by and a serious accident happens, it is important to call for help.

3.

4. Who could you contact on this number?

5. What information should you give over the telephone?

6. Write your own telephone number. R.I.C. Publications

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A Healthy Environment A healthy environment is important if we are to stay healthy.

1. Draw a plan on the back of this sheet to show your house and the way you go to school. Write labels to show: • your house number; • the street you live in; • your suburb; and • the name of your school.

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2.

r o e t s Bo r e p that you can get involvedo Draw some activities ink around your local u S area.

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o c . che e r o t r s and safe? suarea r pe Who helps to keep your local healthy

3. Are there any places in your local area that are unhealthy or unsafe?

4.

Name

What do they do?

Rubbish collector

Empty rubbish bins

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This Is Me!

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1. Draw a picture of yourself in the box and fill in the spaces to tell some interesting things about yourself.

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My name is

brothers and

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My favourite colour is

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sisters.

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I have

. My best friend is

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I feel sad when

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My favourite toy is

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I like it when the weather is

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I like to play

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I like to eat

I like to R.I.C. Publications

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Groups No matter how old or young we are, everyone belongs to a group. The first group we belong to is our family. There are many other groups that we will belong to as we get older.

r o e t s Bo r e p ok u Draw pictures of some of the activities you do with the groups you S belong to.

Most groups have two or more members and usually a leader. There are rules in each group that the different members follow.

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1.

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2. Write two of the rules that you all follow. (i) (ii)

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3. Is there a clear leader for each group? 4. What are some of the problems when the rules of any group are not followed?

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Families Everybody has a family. Not all families are the same. Some families may have two parents or one parent. They may have only one child or lots of children. Some families may have grandparents or other relatives living with them.

1. Describe what you think a family is.

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2.

r o e t s Bo r e p ok u Draw a picture of the people 3. Colour true or false? S who live with you.

true

false

true (b) Some children live with only one of their parents.

false

(a) Families are all the same.

© R. I . C.Publ i ca i onmight s true (c) At family include your •f orr evi ew pur pos esonl y• relatives.

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true (d) Members of a family always live together in the same house.

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4.

false

false

o c . cshow e Draw pictures to some of the best things you do with your family. her r o st super (e) Families are special.

true

false

5. Why is your family so special?

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Healthy Eating It is important to choose a healthy diet.

The healthy eating guide helps you to choose what you should eat. You need to eat different types of foods so that you get all the right vitamins. If you eat a healthy diet you will have plenty of energy to do all the things you want.

r o e t s Bo r e p ok u S Bread, cereals, rice, pasta, noodles

2. The foods I should eat the most of are:

Choose these sometimes or in small amounts Milk, yoghurt, cheese

Lean meat, fish, poultry, eggs, nuts

© R. I . C.Publ i cat i ons f oIr r ev i ew pur osesonl y• The • foods should eat the least ofp are:

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3.

Fruit

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1. Why is it important to choose a healthy diet?

Drink plenty of water

Vegetables, legumes

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4. Use the guide to plan three meals and two snacks for one day. Breakfast

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Snack

Lunch

Snack

Dinner

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Where Did That Come From? Not everyone has the same type of diet. Some people may eat all the different foods from the healthy eating guide. Others may eat only fruit and vegetables, with no meat at all. People choose a type of diet for many different reasons.

1. Draw a picture to show where these foods come from.

ham

milk

steak

potato

apple

banana

bacon

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fish

r o e t s Bo r e p ok u chicken drumstick S eggs

rice

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2. What do we call someone who chooses not to eat any meat products?

cheese

3. Give some reasons to explain why people may have different diets. Example: They may be ill.

o c . che e r o t r s uper Draw your two favourites foods.

5. Where do they come from?

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Healthy or Unhealthy? There are many foods that are good for our health and many foods that are not.

Foods that have a lot of sugar or fat should not be eaten too often.

It is very important that we eat as many healthy foods as we can.

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1. Under each picture, write if the food is healthy or unhealthy.

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2. If I eat healthy food, I will feel …

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o c no. Do you think you have a healthy diet? yes ch e r e o t r s su r Draw a picture of two foods you really like and two foods you do not pe

3. If I eat too much junk food, I will feel … 4. 5.

like. Write if they are healthy or unhealthy.

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Eating Habits Many people have set times when they eat their meals. There are some special times when eating habits change. These might be the type of foods we eat, the place we eat or the times we eat.

1. About what time do you usually eat

r o e t s Bo r e p ok morning tea? u S lunch? afternoon snack? dinner?

2. When do these times sometimes change?

3.

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breakfast?

© R. I . C.Publ i cat i ons Draw• some special occasions when youo might eat different f or r ev i ew p ur p ses o nl y•types of

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food. Example: On your birthday.

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Healthy People People who are healthy are more likely to look after themselves and have more energy.

1. Colour the correct box. Healthy people

Who does this?

Unhealthy people

r o e t s Bo r e p Smoke cigarettes ok u S Like to exercise

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Always have lots of energy

Eat a lot of junk food Care about themselves Like how they look

Eat sensible meals © R. I . C .P ubl i cat i ons Have of funs •f orr evi ew plots ur po esonl y•

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Watch too much television Enjoy different sports

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2. I am a healthy person because I …

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Play with lots of people

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Energy Every body needs energy to make it work. Energy is used to keep our body temperature correct, to keep our insides working and to let us do physical activity. We get our energy from the food we eat. When the amount of food we eat equals the amount of energy we use, we have a fit and healthy body. When we eat more food and do not use it up as energy our bodies are not well balanced.

r o e t s Bo r e p ok u S Food I ate Activities I did

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1. Make a list of all the foods you eat in one day and all the activities you do in one day.

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2. Do you think you have enough energy for all the activities you do?

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3. Draw your favourite activity.

o c . che e r o t r s At what time of the day s dou you per

eat the most?

5. Do you have more energy in the morning, the afternoon or at night?

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Health Problems Eating healthy foods and keeping your body fit will help to prevent diseases. There are times though when we may get sick or injured. • Our bodies have many ways of preventing germs from entering. • When we blink or cry, the dust is kept out and washed away by tears. • The skin that covers our body keeps germs out. • There are tiny hairs in our nose that keep germs and dust out when we breathe. • When we get a cut, the blood helps to wash away germs.

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1.

r o e t s Bo r e p oprotect ourselves Unjumble the u sentences about some ways we cank from germs.S (a) eating. hands Wash your before

(b) you cough. Cover mouth when your

(c)

© R. I . C.Publ i cat i ons Clean and cuts. cover •f orr evi ew pur posesonl y•

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(e) you sneeze. Cover nose your mouth when and

2.

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(d) own Use only toothbrush. your

o c . Another very important way che e What is immunisation? r diseases is to oofbe preventing r st super immunised.

3. List some diseases you can be immunised against. Highlight those you have been immunised against. measles

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Make a Healthy Choice There are many different products that we can buy that help to keep us healthy. There are so many brands to choose from, it is sometimes hard to know which products to buy. A person might choose a certain product because it is: cheaper than the others; a favourite brand; advertised a lot; the best available; or in a good package.

r o e t s Bo r e p ok u SHealthy/Unhealthy Type/Brand

1. What brand or type of product would you choose if you were to do the shopping? Why?

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Product Cheese Cereal

Chocolate

© R. I . C.Publ i cat i ons Yoghurt •f orr evi ew pur posesonl y•

Soft Drink

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Fruit

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Vegetable

Ice-cream

2.

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o c . your favourite food List some of the different ways 3. What is e c h r advertisement? of advertising food.e o t r s super Meat

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Healthy Teeth Keeping our teeth clean and healthy is a very important job. We need teeth to bite, tear and chew our food. Clean and healthy teeth also help to make a beautiful smile.

r o e t s B r e oo When are the best times to brush your teeth? p u k S

1. How many times a day do you brush your teeth?

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2.

3. How do people who play sport protect their teeth?

4. Draw pictures to show the different ways you can keep your teeth clean and healthy.

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Use dental floss . te Brush thoroughly Visit the dentist regularly o c . che e r o t r s super

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Medicines Medicines are used to help people who are unwell. Some people take medicines for only a short time. Some people have to take medicines for a long time. It is very important that medicines are used correctly. Here are some rules for taking medicines. 1. Do not share medicines with anyone else. 2. Keep medicines locked away. 3. Always follow directions carefully. 4. Take the whole course of the medicine.

2. Do you have to take medicines often? 3. Colour true or false.

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r o e t s Bo r e p ok u Where are S the medicines stored in your house?

(a) Medicines can be dangerous if not taken properly.

true

false

(b) Medicines should be kept out of the reach of children.

true

false

© R. I . C.Publ i cat i ons true •f o rr ev i eonly w medicine pur po esonl y• true (d) When you are sick, wills help. (c) It is OK to share your medicine.

true

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4. Why are there labels on medicines?

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(e) Throw out any old medicine.

false

o c . che e r o t r s super 6. Why do you think swimming is a Many children suffer with asthma.

5. If you are feeling sick, what are some other things you can do instead of taking medicine?

They sometimes need to use a puffer to help them breathe.

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Smoking Everyone needs oxygen to breathe. Sometimes the air that we breathe is unhealthy. This is especially the case when people are smoking. Cigarette smoking causes many health problems. Some of the health warnings shown on cigarette packets include: • ‘Smoking causes heart disease’ • ‘Smoking kills’ • ‘Your smoking can harm others’

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2. Colour true or false.

true

(a) Smoking is bad for you.

(d)

false

false

© R. I . C.Publ i cat i o nsfalse true You can buy cigarettes at your age. •f orr evi ew pur poses onl y• true false Cigarettes contain many poisons.

(b) It is easy to get addicted to smoking.

(c)

true

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1.

r o e t s Bo r e p ok u Swarnings, why do you think some people still smoke? With all these

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3. Draw pictures to show why it is a good idea not to smoke.

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4. If someone was smoking near you, what would you do?

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Stay Fit It is important to make sure we keep our bodies fit by doing lots of exercise. Even if you are not involved in playing a sport, you might do more exercise than you think.

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r o e t s Bo r e How many of these do you do? p ok u Sschool Walk to Ride your bike Rollerskate or rollerblade

Play sport at school

Morning fitness at school

Play a sport after school

Go for a walk with family or friends

Play in the park

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2. Which type of exercise do you like to do the most?

3. (a) Who is your favourite sportsperson?

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(b) Draw a picture of him/her.

4.

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Why?

5. What do you think makes him or her so good at sport?

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Leisure Time Each day is made up of 24 hours. Most people’s days are divided into three parts —eight hours of sleep, eight hours of work and eight hours of leisure time. Leisure time is a very important part of our lives. We need this time to relax and do the things we enjoy.

r o e t s Bo r e p at school? oatkleisure? sleeping? u S Draw pictures to show two different things you enjoy doing in your

2.

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1. How many hours a day do you spend:

leisure time.

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3. Leisure time is for:

Playing

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Going to school

Drawing

Riding a bike

Homework . tespend most of your o Who do you c . leisure time with? che e r o t r s super Sleeping

4.

Reading

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Watching television

Doing chores

5. Why is leisure time so important?

6. What would you really like to do in your leisure time that you do not do now?

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Babies Have Needs and Wants When we are babies there are many things that we need to keep us alive and happy.

As we get older, we still need basic things but there are also many things that we want to make our lives more enjoyable.

1. Make a list to show what a baby needs.

2.

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r o e t s Bo r e p ok u S What would happen if a baby did not get everything it needed?

3. Draw pictures to show four things that you need and four things you want. Give each picture a title.

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4. Do you think you should always get what you want?

yes

no

Why/Why not?

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This Is What I Like About Me! 1. These are the things I like best about myself.

2.

Personality

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Physical

© R. I . C.Publ i cat i ons Write what the people below say the best thing about you is. •f orr evi ew pur posesonl y•

parents

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best friend aunt/uncle

. te brother/sister o c . c e her r grandparent o t s super I am a terrific person because: teacher

3.

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Changes As we grow there are many changes that will happen to us. We may change the house we live in, the school we go to, the types of clothes we wear, our friends and ourselves.

Some of the changes that happen are easy to notice, like growing taller. Others, like how we feel, are more difficult to recognise.

r o e t s Bo r e p ok u Sworn Clothes Food eaten

Now

Baby

Now

Baby

ew i ev Pr

Baby

w ww

Teac he r

1. Draw pictures to show the way you have changed since you were a baby.

Now

Baby

. te

m . u

© R. I . C.Publ i cat i ons House lived in Toys played with •f orr evi ew pur posesonl y•

Now

o c . che e r o t r s super

2. What is the biggest change that has happened to you since you started school?

3. How do you feel when things change? Happy

Excited

Scared

Surprised

Sad

Annoyed

Grumpy

Lucky

4. What can you do so you feel more comfortable when things change?

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Friends Some people keep friends they make when they are young all through their lives. Some people may have many different types of friends, while others may have only a few special friends.

Most people will probably belong to a number of friendship groups throughout their lives.

r o e t s B r e o Caring Helpful Selfish p ok u S Mean

Kind

Grumpy

Sometimes our friends are not always in a good mood.

Friendly

ew i ev Pr

Teac he r

1. Which of these qualities makes a good friend?

Sharing

2. How do you feel when someone is not very friendly?

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

3. Do you like to have lots of friends, or just a few close friends?

w ww

. te

m . u

4. What makes your best friend so special?

o c . che e r o t r s super

5. Draw a picture to show some of the things you do with your friends.

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Feeling Confident

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

1. Draw a picture and write a sentence. The things I can do easily are:

ew i ev Pr

Teac he r

Sometimes how we feel about ourselves depends on how good we are at something. For example, if you are a very good reader, you will probably feel more confident about your school work. If you are involved in sport on the weekend, you are sure to feel more confident when you play sport at school.

When I do these things I feel:

w ww

. te

2. Draw a picture and write a sentence.

m . u

© R. I . C.Publ i c at i ons confident •f orr evi ew pur posesonl y•

o c . che e r o t r s super When I do these things I feel: These are things I need to work hard at:

unsure

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Making Decisions Decisions are made every day. Everybody makes decisions. Some are small, while others are very important. You probably do not realise just how many decisions you make in one day.

1. Complete the table to show who makes these decisions.

r o e t Who makes it? s B r e oo p What time I wake up u k S What I eat for lunch Who my friends are What I buy at the canteen at recess Who I play with at school

ew i ev Pr

Teac he r

Decision

© R. I . C.Publ i cat i ons What mathematics I learn •f orr evi ew pur posesonl y• The TV shows I watch

w ww

m . u

What time I go to bed

2. (a) What has been the hardest decision you have had to make?

. tmade it so difficult? o (b) What e c . che e r o t r s super

3. If you could make these decisions, what would you choose? What to eat for dinner The subject I spend most time on at school Which movie to see at the cinema The colour of my school uniform R.I.C. Publications

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What Would You Do? Sometimes it is very easy to make a choice and decide what is the right thing to do. At other times though, a decision is much harder to make.

r o e t s Bo r e p ok u (a) Your friend wants you to go and (d) Your older sister has told your S parents she is going to a play in an area where you know

ew i ev Pr

Teac he r

1. How would you handle the following situations? Describe what you could say and do.

friend’s place to watch a video. You know she is meeting her friends at the park.

you are not allowed to play.

© R. I . C.Publ i cat i ons (e) It is your mum’s birthday in two •f orr evi ew pur po se so nl ydo •not have days time and you

(b) A friend admits to taking some money from his parents. If you do not tell anyone, he will buy you something at the shop after school.

m . u

w ww

. te

anything to give her. You find some money on the floor at your grandparents’ house.

(c) A group of your friends is teasing the new person in your class. You know this person from your old school and liked him or her before.

o c . che e r o t r s super

2. Which situation did you find the easiest to solve?

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3. Which was the most difficult situation to handle?

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Express Your Feelings Sometimes, it is pretty clear how people feel. If someone is crying, they will probably be feeling sad about something. If someone is laughing out loud, they are sure to be happy about something. It is not always easy to express your feelings though. Sometimes it is very hard to say exactly what you mean. There are times when you might say something, but you did not say it just the way you wanted to.

ew i ev Pr

r o e t s Bo r e p ok u Describe a situation when it is hard to say what you mean. S

Teac he r

1.

Well, yes, I jolly well do feel rather cordial, old chap ...

2. Draw a picture and then describe a time when you had these feelings. Surprised

Angry

Excited

w ww

m . u

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

. te

o c . Disappointed c Confused Scared e her r o st super

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Worries It is not just adults who have worries. Kids get worried about all sorts of things as well. Most kids have small problems that worry them. Some kids, though, might have very big problems that they are not sure how to deal with. These can make them feel very ‘stressed out’ and even afraid.

r o e t s Bo r e p you might have. ok (a) Describe au worry S

ew i ev Pr

Teac he r

(b) How can you solve it?

2.

© R. I . C.Publ i cat i ons f o rr ethe vi e wp ucan r ptalk os es on l y • Who• are some of people you to if you are worried?

m . u

1.

Some worries seem a little silly to others. Like, does your best friend still like you, even though he or she is playing with someone else? It might not be very important to anyone else, but it could make you feel miserable.

w ww

3. The people you trust to share your problems should be: Caring

Strangers

. te

o c . If you had a very big c e he r problem, who is the one o t r s uper person who would alwayss help Understanding

4.

Impatient

Loving Helpful

you? Draw a picture of him or her.

5. Do you think all problems can be solved? yes R.I.C. Publications

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no

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Say No! Unfortunately, there are some people who can hurt children. It is very important that you remember to stay away from any strangers.

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

Tell them ‘No, thank you!’

ew i ev Pr

Teac he r

1. If you do not know someone and they want you to do something, here are some things you can do. Draw a picture of each.

Run away as fast as you can

Tell an adult you trust

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

Go to a safety house

w ww

m . u

Call the police

Remember, you have the right to feel safe.

. te o Never keep these things a secret. c . che e r o 2. Colour true or false. r t s super

You have the right to feel safe. Talk to someone you trust if you do not feel safe or if anyone is hurting you.

(a) Only strangers hurt you.

true

false

(b) Kids have the right to always feel safe.

true

false

(c) Always tell another adult if someone hurts you.

true

false

(d) All secrets should be kept to yourself.

true

false

(e) Kids can say no if someone makes them feel uncomfortable.

true

false

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Goals No matter how old you are, there are always certain things you want to do. Most people have goals and make a plan to achieve them. When you have a goal, it is something to look forward to. When you reach your goal, you can feel very pleased with yourself. People who have no goals for themselves usually do not achieve very much or learn new things. When you set yourself a goal, it is important to work out how you will reach it. You need a plan of action!

My Goal

Plan of Action Did I achieve it?

yes

no

ew i ev Pr

Teac he r

1.

r o e t s Bo r e p ok u Sa goal to achieve by the end of tomorrow. Set yourself

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

It feels

My Goal

w ww Date

Plan of Action

m . u

2. Now it is time to set a goal that is a little bit harder to reach!

. te o c Did I achieve it? yes no . che e r o t It feels r s super

3. Describe a goal you would like to achieve when you: are in Year 7.

have finished secondary school. R.I.C. Publications

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Answers Families – page 6

Health Problems – page 13

3. (a) false (b) true (c) true (d) false (e) true

1. (a) (b) (c) (d) (e)

Wash your hands before eating. Cover your mouth when you cough. Clean and cover cuts. Use only your own toothbrush. Cover your nose and mouth when you sneeze. 2. The protection of the body against diseases by means of vaccines or serums.

Healthy Eating – page 7 1. So your body receives the correct nutrients, you will have plenty of energy for any activities. 2. bread, cereals, rice, pasta and noodles 3. those with high fat or sugar content

r o e t s Bo r e– page 8 Healthy Teeth – page 15 Where Did That Come p From? o u k S Medicines – page 16 3. Use a mouthguard.

ew i ev Pr

Teac he r

1. fish – ocean/river, eggs – hen, chicken drumstick – chicken, bacon – pig, ham – pig, milk – cow/ goat, steak – cattle, rice – rice paddy, potato – potato plant, apple – apple tree, banana – banana plant, cheese – cow/goat 2. a vegetarian

3. (a) true (b) true (c) false (d) false (e) true

Smoking – page 17

2. (a) true (b) true (c) false (d) true

Healthy or Unhealthy? – page 9

Leisure Time – page 19

3. television, © R. I . C.Publ i cWatching at i on s playing, reading, drawing, riding a bike 5. We need this time to relax and do the •f orr evi ew pur po s e s o n l y • things we enjoy.

1. Healthy foods – apple, bread, carrot, cheese, fish, milk, water, strawberry Unhealthy foods –biscuits, chocolate, ice-cream, soft drink

Healthy People – page 11

Worries – page 28

1.

w ww

Healthy people

Who does this?

Always have lots of energy

. te

Smoke cigarettes

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Say No! – page 29

2. (a) false (b) true (c) true (d) false (e) true

o c . che e r o t r s super ✔

Care about themselves Like how they look Eat sensible meals Have lots of fun

Play with lots of people Watch too much television

Unhealthy people

Like to exercise

Eat a lot of junk food

✔ ✔ ✔ ✔ ✔

m . u

3. caring, loving, understanding, helpful

Enjoy different sports

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Health: Level 3 - Ages 7-8  

The factual and open-ended activities in this series of blackline masters aim to promote healthy living, for life, in your students. Buy no...

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