Health: Level 4 - Ages 8-9 by Teacher Superstore

Level 4

Written by Jenni Harrold RIC-0711 3.7/406

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:

Self-management Skills The student uses basic self-management skills to meet personal health and physical activity needs.

Physical Activity ..................................... 16 How Do You Feel? ................................... 17 Family Matters ........................................ 18 Decisions ................................................... 19 Manage Your Time ................................. 20 Needs and Interests ............................. 21 We Are All Different ........................... 22 Goals ......................................................... 23 Peer Pressure ......................................... 24 Values ....................................................... 25 Respecting Others ................................ 26 Positive/Negative .................................. 27 Strengths and Weaknesses ................ 28 Worries and Secrets ............................ 29 What Would You Do? ............................ 30

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Concepts for a Healthy Lifestyle The student recognises that personal health, safety and physical activity practices enhance the physical, mental, emotional and social aspects of their own and others’ health.

A Healthy Life ........................................... 1 What Influences Your Eating? ............. 2 Healthy Eating .......................................... 3 Junk Food .................................................. 4 I am Wonderful! ....................................... 5 Friendships ................................................ 6 Changes ...................................................... 7 Teeth .......................................................... 8 Protecting Your Teeth ........................... 9 Protection from the Sun ....................... 10 Injury-Free .............................................. 11 Safe Cycling ............................................. 12 Pain Relief ................................................. 13 Smoking ..................................................... 14 Advertising ............................................... 15

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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 – v.

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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.

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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

Strand

Level

Human Development

Outcome

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.

3.1

Explains differences in growth and development between individuals.

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Physical Activity and the Community

People and Food

3.2

Examines views about men and women and the effects of these on girls and boys.

2.5

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

2.6

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

3.5

Gives personal views of fitness and participates in activities to stay fit.

3.6

Identifies how people and facilities influence the choice of recreation, sporting and leisure activities.

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.

3.7

Discusses influences on personal food intake.

3.8

Evaluates a particular meal, using a food selection model and cost as criteria.

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Statement

2.1

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.

3.9

Discusses ways in which the community promotes the health of individuals and groups.

3.10

Evaluates claims made by suppliers of health-related products and services.

2.12

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

3.12

Demonstrates strategies that deal with unsafe or emergency situations.

3.13

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

Safety

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Health of Individuals and Populations

2.14

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

2.15

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

3.13

Explains the influences of personal characteristics and interpersonal skills on relationships, group performance and community living.

3.14

Formulates codes of behaviour to enhance cooperation and assist interpersonal relations within a range of groups and contexts.

3.15

Explains how different ways of describing people influence how people value and treat themselves and others.

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Curriculum Links State

Strand Concepts for a Healthy Lifestyle

Self-management Skills

Outcome

Statement

CHL 2

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

CHL 3

Understands that personal health, safety and physical activity practices enhance the physical, mental, emotional and social aspects of their own and others’ health.

SMS 2

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

SMS 3

Uses basic self-management skills to meet personal health and physical activity needs.

IS 2

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

IS 3

Demonstrates communication and cooperation skills that contribute to interpersonal and group interactions.

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Interpersonal Skills

Human Development

Human Relations

Compare the effects of continuous and short bouts of activity on the body. Gives views of fitness and participates in activities to stay fit. Compare similarities and differences between people at different stages of life. Identify situations and behaviour that promote or lessen respect for the human body. Explain differences in growth and development between individuals. 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 the influence of personal characteristics and behaviour on relationships, group performance and community living. Explain how various rules may affect behaviour. Explain how different ways of describing people influence how people value and treat themselves and others. Explain and demonstrate options to improve personal safety and the safety of others. Demonstrate strategies that deal with unsafe or emergency situations. 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 ways in which the local community contributes to the health of individuals and groups. Consider information provided by manufacturers and advertisers of health-related products and services. Discuss influences on personal food intake. Discuss reasons for including particular foods in the diet. Explain some physiological, social, cultural and economic reasons for people’s food choices.

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Level

Safety

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Curriculum Links State NSW

Queensland

Strand

Level

Active Lifestyle

Stage 2

Outcome ALS 2.6

Statement Discusses the relationship between regular physical activity and health. Describes life changes and associated feelings.

Growth and Development

GDS 2.9

Interpersonal Relationships Personal Health Choices

IRS 2.11 PHS 2.12

Describes how relationships with a range of people enhance wellbeing. Discusses the factors influencing personal health choices.

Safe Living

SLS 2.13

Discusses how safe practices promote personal wellbeing.

Promoting the Health of Individuals and Communities

2.1

2.2

2.4

D2.6 3

3.1

3.2 3.3

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Students describe and demonstrate actions they can take to promote the different dimensions of the health of themselves and others. Students explain the benefits of eating a variety of nutritious foods and plan ways to increase the range of nutritious foods in their diets. Students propose and demonstrate ways to promote personal safety and the safety of others. Students identify places where health products and services may be obtained and suggest reasons why people choose to use different health products and services. Students describe health services and how these contribute to the promotion of the dimensions of health. Students describe the impact of their own and others’ behaviours on health, and propose personal and group actions which promote the dimensions of health. Students explain how eating behaviours affect health and take action on a food-related goal which promotes health. Students identify potentially hazardous situations and demonstrate actions to respond to unsafe and emergency situations. Students describe features of places where they live, work and play that influence the health of themselves and others, and propose ways they can help the people who are responsible for keeping these places healthy. Students classify a range of actions, behaviours and attitudes as contributing positively or negatively to their health, and explain their reasons. Students compare the effects on the body of participating in physical activities of varying intensities.

3.5

D3.6

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Developing Concepts and Skills for Physical Activity Enhancing Personal Development

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2.3

3.3

2.1

Students describe what it means to be fit and demonstrate activities that promote health-related fitness. 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. Students suggest and demonstrate actions, behaviours and attitudes that support positive interactions with family, special people and friends. Students compare similarities and differences between people at different stages of life. Students demonstrate verbal and nonverbal skills to express ideas, needs and feelings and to show consideration of others. Students explain why there are particular rules about what is right or wrong, and about good or bad behaviour for different groups and situations. Students explain how different ways of describing people, including stereotyping of males and females, influence the way people value and treat themselves and others. Students develop and implement strategies, including codes of behaviour, to promote relationships in various groups and situations. Students demonstrate communication, cooperation and decision-making skills to collaborate in social, team or group situations. Students demonstrate communication, cooperation and decisionmaking skills to collaborate in social, team or group situations.

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2.3 2.4

D2.5

3.1

3.2

3.3

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A Healthy Life

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To be the best person you can, you need to have a healthy body and a healthy mind. It is important to eat well, exercise and get enough sleep.

It is also important to make sure you have good relationships with people and you feel good about yourself.

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All of the things you need to have a balanced lifestyle fall into three areas: • Physical – a healthy diet, exercise and rest. • Social – making good friendships and relationships. • Emotional – feeling good about yourself and understanding feelings.

Write all the ways you can make sure you have a balanced lifestyle. Physical

• Eat healthy foods

Social • Make new friends

Emotional

• Discuss your feelings

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These are some of the things I can do to improve my lifestyle.

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o c . Illustrate three things that make you feel healthy and happy. che e r o t r s super

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What Influences Your Eating?

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Sensible eating and exercise should help you to keep a healthy body. Everyone needs to make decisions about what he or she should eat.

These are some of the things that may influence your eating habits. Can you add another to the list? • Some foods may be too expensive to buy all the time. • Your family may like or dislike certain foods. • Advertising may affect what we buy. • People from other cultures may eat certain foods. • Some foods are not available all year. • Different foods may be eaten for religious or other celebrations. • The school canteen provides certain foods. • You may need a special diet for health or medical reasons.

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Although you might know the correct foods you should be eating, there may be other things that influence what you eat.

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Who has the most influence on the 3. foods you usually eat?

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Draw and label your favourite meal.

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When you make your own food choices, are they usually healthy or unhealthy?

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Healthy Eating Choosing the right foods to eat is easy if you follow the guide.

Vegetables, legumes

This illustration shows you the best foods to eat and those foods that you should only eat a little of.

Bread, cereals, rice, pasta, noodles

Milk, yoghurt, cheese Lean meat, fish, poultry, eggs, nuts

Choose these sometimes or in small amounts

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Complete the table to show everything you eat in one day. Breakfast

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Lunch

Dinner

Snacks

Drink plenty of water

Fruit

Decide if you eat the correct amounts each week. Tick the box if you do. Fats, oils, sweets

Meat, poultry, fish, eggs, nuts

Fruits

How could you improve your diet?

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Draw pictures of the foods you would prefer to eat for each of the three main meals.

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o c . c e her Lunch st r Breakfast Dinner o s r upe (b) How balanced is this diet?

My favourite meal of the day is because

These are some of the foods I really dislike eating!

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Junk Food Most people do not manage to eat a perfectly healthy diet all the time. Children, especially, often love to eat ‘junk food’ when they can. Eating some foods that are not really good for you is fine—so long as you do not overdo it!

(a) Draw pictures of your six favourite ‘junk foods’.

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Explain the term ‘junk food’.

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(b) Where do they fit on the healthy eating guide?

How would your body react if you chose to eat only junk foods?

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‘All junk food is bad for you.’ Do you agree or disagree with this statement? Why?

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o c . c e he r What are some reasons that children, 6. Make a list of the fast food o t r s s r u especially, are influenced to eat more outlets located in your area. e p junk food? Highlight the one you prefer.

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I am Wonderful! Every now and then, something can happen that makes us unsure of ourselves. These are the times when you need to remember just how special and wonderful you are. Everyone is good at something and each of us is important.

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Use this page to recall all of those fantastic things that make you such a terrific person. 1. I am a great person to be with because …

I like these qualities about myself:

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These are the things I like about my looks:

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My parents like it when I …

o c . These are the school subjects I am 6. These hobbies make me more c e h r good at: interesting: er o t s super

I am proud of these achievements:

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Friendships

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Friends are important to all of us. Some people make friends for a lifetime. Others have many different friends, while some have only a few close friends.

A good friend should have these qualities. (List the things that make your friends special to you.)

Colour true or false.

true

(a) Friendships are important to me.

false

(e) All my friends like the same things.

true

false

(f) I am a great friend.

true

false

(g) Sometimes I disagree with my friends.

true

false

(b) I have a small group of friends. (c) (d)

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Give some reasons to explain why wonderful friendships might change over the years.

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Write a diary entry to describe a time you had recently with your friend(s).

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Changes From the time we are born many changes will take place in our lives.

Not only will we change ourselves but the things around us will change as well.

What are some of the changes that have happened to you since Year 1? Changes

Year 1

Now

School I went to Teacher

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Best friend

Sport I played

I learnt this at school My favourite food My family

Describe the biggest change that has ever happened to you.

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Some changes that happen are not just to things we can see or do. People change the way they feel and think about things.

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Teeth After your first teeth fall out, permanent teeth grow. There are 32 permanent teeth, 16 in each jaw. There are four types of permanent teeth. Incisors There are four in each jaw. They are found at the front, have one root and are used to cut and bite food.

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Molars There are six molars in each jaw, found just behind the premolars. They are used to grind and chew food and have two or three roots.

No. in each jaw

No. of roots

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Type of tooth

Premolars These are just behind the canines and have one or two roots. There are four in each jaw. They are used to tear and crush food.

Complete the table.

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Canines These are found at the corners of the mouth and have one long root. There are two in each jaw. They are used for tearing food.

Location

Function

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Each tooth is made up of five parts. • The crown is the upper part that you can see above the gums. • Enamel is the very hard surface which covers the crown and protects the tooth. • The dentine is a softer layer under the enamel. • The root is the end of the tooth under the gums. • The pulp pulp, which has the blood vessels and nerves, is the inside of the tooth.

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Label the parts of a tooth on the diagram.

4. Give some reasons to explain why we need teeth.

5. When did you get your first baby tooth?

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Protecting Your Teeth The biggest problem facing teeth is plaque. Plaque is a sticky, invisible film which makes your teeth feel ‘furry’. It is a sign that germs are building up to produce acids which attack the enamel and cause decay. Plaque occurs every day and the best way to remove it is by brushing your teeth.

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Protecting your teeth is a very important job. Preventing tooth decay and gum disease is your responsibility. It is really very easy to have clean, healthy teeth.

Every tooth has five sides. Two sides can not be reached by brushing so it is important to floss your teeth. Using dental floss will help to remove plaque from the difficult areas. The germs that cause plaque use sugars in foods to produce their harmful acids. So, it is very important to make sure your diet is well balanced.

Tick the ways you can protect your teeth. (a)

Visit the dentist regularly.

(b)

Get plenty of sleep each night.

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Visiting the dentist regularly will also help to protect your teeth.

Use a toothbrush and dental floss to help remove plaque.

Eat a well-balanced diet. . teExercise regularly. o c . che e r Change yourr toothbrush often. t o s super

What is plaque?

Why is a healthy diet important to your teeth?

How often do you visit the dentist?

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Protection from the Sun The sun is a star that provides our Earth with light and warmth. The sun’s rays are extremely strong and it is important that we protect ourselves to avoid health problems. It is much easier to prevent damage from the sun than it is to cure the problems later.

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Spending too much time in the sun can cause ...

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‘Australia has the highest number of people who suffer from skin cancers.’

Explain why this statement is true.

Draw and label the things you need to protect yourself from the sun.

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Give reasons to explain why some people still prefer to tan in the sun.

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Injury-Free Most people are involved in some sort of sport or exercise. It may be a team or individual sport that you are involved in after school or on weekends. Perhaps it is sport or fitness that you participate in at school. Physical exercise is a lot of fun and is important to maintain a healthy lifestyle. There are some precautions you can take to make sure your body stays injury-free.

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Make a list of the sports you are involved in. Include activities that you do at school. Draw a picture of your favourite.

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List the reasons you are involved in sport.

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Unjumble this sentence about other ways to help make sport injury-free. the protective and Follow wear rules equipment. carefully

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Safe Cycling When you ride a bicycle there are rules you must follow. Cyclists must know the rules of the road, which signals to use and what the different road signs mean.

Ooops!

A bicycle that is roadworthy is very important and a helmet is essential.

Colour true or false.

true

false

(b) Only wear a helmet when the weather is hot.

true

false

true

false

true

false

true

false

true

false

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(a) You should always ride your bike on the road.

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(c) Always ride in single file. (d) Make sure your bike is well maintained. (e) Learn what road signs mean. (f) You do not need to follow the same road rules as car drivers.

(a)

Bell

Reflector

Security lock

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Inflated tyres

Light

Correct size handlebars

(b) If so, describe what happened.

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Pain Relief Many people use drugs prescribed by a doctor or bought at a chemist to relieve pain or help them recover from an illness.

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There are also alternative ways to relieve pain and cure health problems.

What do you usually do when:

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(a) you have a headache?

(b) you are feeling sick in the stomach?

The following illustrations show alternative ways to relieve pain and cure health problems. Match the labels to the illustration. Discuss each method.

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o c . sleeping ch e r er o acupuncturet s s r u e p yoga light exercise

massage

vitamin tablets

cold compress

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Smoking Cigarettes contain a drug that people can be easily addicted to. The drug that makes people want to keep smoking is nicotine. Once people get addicted to nicotine, it is very hard for them to quit.

Decide if the following statements are true or false. Give reasons for your answers.

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(b) ‘There are more adults in Australia who smoke than those who do not.’

(d)

false

true

false

true

false

Why do you think it is so hard for many people to quit smoking?

false

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(a) ‘All people who smoke, start when they are teenagers.’

How does it make you feel when someone is smoking a cigarette near you?

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Advertising !

Buy now

When goods and services are advertised, people can make decisions about what they want.

Advertising is a way of telling people about goods and services they can buy or use.

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Why do you think people advertise?

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o c . Complete the table below. che e r o Favourite t r s super Advertisement Television

Make a list of some other things that might have an effect on what you or your parents buy.

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How much money you have and what is available might influence your decision to spend.

Newspaper

Magazine

T-shirt

Why I Like It Product Advertised Would I Buy it? Why? R.I.C. Publications

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Physical Activity Being involved in exercise is not only good for a healthy body, it is fun as well.

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Physical activity gives you the opportunity to: • make new friends. • have lots of fun. • learn new skills. • improve your confidence. • have a healthier body.

Use the table to work out how long you spend on physical activities each week.

Activity

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Tuesday

Time

Wednesday Thursday

Activity

Friday

Saturday

Sunday

Activity

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Time

The total amount of time is My main interests are:

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My special talents are:

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How do your interests and talents influence the types of physical activities you do?

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How Do You Feel? 1.

Tick the appropriate box to answer these.

Agree

Disagree

(a) I enjoy school. (b) I am really happy at home. (c) I find it easy to make decisions.

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(d) I have lots of friends.

(e) I have lots of interests.

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(f) My friends and I argue a lot.

(g) I like to be different sometimes. (h) I would like to be someone else. (i)

I am fun to be with.

(j)

I have had many changes in my life.

(k) I get scared easily. (l)

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(n) I like being on my own.

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(o) I always have someone to play with.

o c . e I usually getc good marks at school. her r o t s super I am always proud of my achievements.

(p) I like the way I look. (q) (r)

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When I am unhappy about something, these are the things that cheer me up:

When I feel excited about something, I like to share it with because

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Family Matters Your family is the first group of people you will form a relationship with. A lot of how you think and feel about different things comes from what you learn within your family.

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Complete the table below.

Relationship

Lives at home?

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Of course, all families are different. The relationship you have with your family may not be the same as the relationship your friends and classmates have with their families.

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Decisions Most of the time you will be able to think things through and make the right decision. At other times, you might make a wrong decision. When you think about things carefully, though, it is easier to choose the right way to go.

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Make a list of four easier decisions to make.

Use the plan to make a decision about the following.

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Some decisions you make are probably very easy. You make many, many decisions in one day. As you want to do more things for yourself, some of the decisions you make will get a little harder. There are some decisions that you might make 1. without thinking about them too much; for example, which breakfast cereal you feel like eating in the morning. When a decision is a little more difficult, it is a good idea to have a plan. You need to think about: 1. what the problem is; 2. the different choices you might have; 3. the choice you will make; and 4. the consequences of your choice.

The different © R. I . C.Publ i c(b) at i on s choices Two different friends want you to join their sporting team. You •f o rr e vi e wenjoy pur posesonl y• (a) The problem

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both sports and know you will only be allowed to join one club. What do you choose? (c) The choice you will make

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3. 4.

o c . e Now try using thec plan to solve one of your own problems. her r o t s you: su er p If you had an important decision to make, would solve it all by yourself?

ask your parents?

talk to your friends about it?

ask someone else for advice?

always feel confident?

rather not make any decision?

feel nervous about making the right choice?

hope someone else would decide for you?

R.I.C. Publications

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Manage Your Time As you get older there are a lot more things you need to fit into your day. Along with going to school and family outings, you may be involved in many different groups, activities and interests. There are also chores to do and, of course, homework!

Use the chart to write all the things you do in one week. Morning

Monday

Afternoon

Night

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

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Teac he r

Tuesday

Lunch

Wednesday

Thursday

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Saturday

Sunday

. tsleeping and going to school, what do you o Apart frome c spend most of your time doing? . che e r o t r s super

I have not got time!

How could you find more time to do some of the things you have to do, or would like to do?

R.I.C. Publications

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Needs and Interests There are certain things that everybody needs to survive.

What are the basic needs of most people? Illustrate each.

Teac he r

Food

Shelter

Clothing

Draw pictures then write in the chart below how your needs and interests have changed since you were a baby. baby

toddler

year 1

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

now

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Needs

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baby

toddler

year 1

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o c . che e r o t r s super

now 3.

Predict what your needs and interests might be when you are 18 years old.

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We Are All Different Every person in the world is unique. That means there is noone else quite like us anywhere.

It is really just as well we are all different. Imagine if everybody looked the same, liked the same things and thought the same! How boring!

It is wonderful to have some things about each of us that make us just that little bit different from everyone else.

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

Choose five people and complete the table by writing if they are the same as or different from you.

Hair colour

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Teac he r

Names

Plays sport

Likes music

Has a computer

Walks to school

Likes dancing

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Favourite food

true . te o My friends and I always think differently. true c . cheto give my opinion. r e I am sometimes too nervous true o t r s supe r I like to dress a little differently from my friends. true

Colour true or false.

I have many different interests from my best friends.

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Reads books

false false false false

I still go ahead with my ideas even if my friends do not agree.

true

false

I really just feel the same as everyone else.

true

false

These are the things that make me different from the person sitting next to me:

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Goals It is never too early to start setting goals for yourself. Goals can be set any time and for anything you want. When you set a goal, you need to make a plan and then work toward achieving it.

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

A Goal-setting Plan

Start by writing your goal.

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Think about all the things you can do to achieve it.

Set a date to reach your goal.

Put your plan into action.

Feel proud of yourself when you have reached your goal.

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School work

At home

. t In sport e Friendships

o c . che e r o t r s super

Something personal

Now use the plan to start your goal setting. What is your goal?

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Peer Pressure Friends are terrific for all sorts of reasons and belonging to a group of people is often very important. There are lots of things to share and do with your friends.

What are you scared of?

Sometimes, though, you may not want to do everything that your friends like to do. That is when it is important to make your own decisions about what you want.

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

Think about two of your friendship groups to complete the charts.

Group:

Friends:

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Group: School

Teac he r

Things we do:

Who makes the decisions?

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How we solve differences:

(a) Do you ever feel pressured to do something because everyone else in your

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group wants to?

o c . che e r o t r sa list of the ways your friends supe 3. r Make have a positive effect on you.

(b) How does this make you feel?

Peer pressure can also be very positive. Friends may encourage you to try new things if you are nervous, or help you out if you are unsure.

R.I.C. Publications

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Values A value is something important to the way you think and behave. To start with, many of our values are learnt from our parents. If your parents feel it is important to save money, they will probably encourage you to save as well. So, saving money becomes something important to you.

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

Explain how you feel about the following issues.

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Teac he r

As you grow and change, your values and beliefs can also change. Some values are so strong, though, you may never change the way you feel about them.

(a) Shops displaying cigarettes where children can see them.

(b) Wearing a school uniform.

(c)

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(d) Showing respect for all adults.

(e) Homework.

. tyou feel about this statement and then give an o 2. Explain howe opposite view. c . che e r ‘Children should be able to watch whatever television programs they want to.’ o t r s Another opinion super My views

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Respecting Others Sometimes it is a little difficult to get on with everybody all of the time. There are things that might annoy us about someone, or we may be in a grumpy mood.

Sometimes little misunderstandings can become huge problems and people get hurt.

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

If someone hurts my feelings, I will: ignore them. try to talk to them.

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Teac he r

It is important to understand that everyone is different. We need to respect other people’s feelings and try to talk about problems.

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tell them why they hurt my feelings.

These are some of the things that annoy me about other people:

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Not everyone is perfect of course. Although our friends are people we care about, they may do and say things that are annoying.

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say something mean back to them.

These are some of the things I do that might annoy other people:

o c . che e r o t r s super

I can respect other people by:

Listening to their opinions

R.I.C. Publications

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Positive/Negative There are usually two ways to think about things: • you can think positive, happy thoughts or, • you can think negative, unhappy thoughts.

I really like your new haircut!

It would be wonderful if everyone could think and do things that are positive all the time. Of course, that very rarely happens! When you do or say nice things, it nearly always makes you feel good.

When I think and do positive things I feel …

When I think and do negative things I feel …

Write a negative and positive reaction to the following.

Teac he r

Event

Positive

A classmate has a new hairstyle.

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Negative

Your friend is always late when you are going somewhere.

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The person sitting next to you always wants to use your things. Someone will not let you join in a game they are playing.

. teyou off An adult tells o c for something you really . c e her did not do. r o t s super 4.

When someone says something negative to me, I usually …

When I get a compliment from someone, I feel …

R.I.C. Publications

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Strengths and Weaknesses Everyone has things that they do well and things that they are not so good at. When you know you can do something well, you feel a lot more confident. When things are difficult for you, it can make you feel unhappy and frustrated.

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

Make a list of all the feelings you have when you know you are good at something.

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What are the ways that you can improve on the things you are not so good at? I am not so good at ...

I can improve by ...

Is this statement true or false for you?

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Why?

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‘I enjoy the things that I am good at.’

o c . c e When I am older, I h want to be really good at r er o t s super because I will be able to achieve this by and I think I will feel

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Worries and Secrets Many people worry about things and often keep secrets. When you have a problem, it is very important to talk to someone you trust. When you worry too much you can get confused and make yourself very unhappy.

Complete the table below.

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

At home

With my friends About myself

Remember! There is always a solution to a problem and there is always someone who can help you. You just need to ask.

Keeping secrets is something that can be a problem and make you unhappy.

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Teac he r

At school

Who can help me?

Some secrets are fun. Others can make you feel bad about something and leave you feeling confused.

©People R. I . C .P ubl i cat i oan s is very important to share their secrets When secret sometimes because it makes them you, make sure to share it only with someone you feel better to talk to someone. •f orr evi ew pur pose so ntrust. l y•

These are the people I would trust to tell my important secrets to:

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4. 5.

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How do you feel when one of your friends tells you a secret?

. te o Are you good at keeping secrets? c . c e he r Explain what you would do if: o t r s super (a) A friend told you a secret that you knew was hurting them and making them very sad.

(b) You heard a secret about another person that would embarrass them if other people knew.

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What Would You Do? Sometimes, there might be a situation you find yourself in that could be dangerous or unsafe. You need to be able to act sensibly and make the right decision. There are some plans you can make that will always be the right choice in an emergency. For example, in case of fire you need to call the fire brigade and know the best way to get out of the building.

Describe how you would deal with these situations.

Teac he r

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

(b) You find a used syringe where you are playing.

(d)

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(a) You are walking past the school and see some teenagers writing graffiti.

w ww own.

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o c . che e r o t r s super

What plan of action does your family have in case of a fire?

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(e) Someone you do not know knocks on your front door when you are on your

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Draw a picture to show where your class would go in case of an evacuation at school.

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Answers Safe Cycling – page 12

Junk Food – page 4

1. (a) false (b) false (c) true (d) true (e) true (f) false

1. Food thought to be of little nutritional value.

Smoking – page 14

Teeth – page 8

2. People become addicted to the nicotine in cigarettes.

1. Type of tooth

No. in each jaw

incisor

4 2

premolar

molar

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

Function

front

cut and bite food

corners of mouth behind canines behind premolars

tearing food

1 or 2 2 or 3

tear and crush food grind and chew food

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Teac he r

canine

No. of roots

crown enamel dentine pulp root

Protecting Your Teeth – page 9

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1. 2. 3. Too much food with high sugar content can lead to tooth decay caused by plaque.

Protection from the Sun – page 10 1. sunburn, premature aging, skin cancer, freckles 2. Climate allows people to participate in outdoor activities–constant exposure to the sun.

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o c . c e r Injury-Free – page 11 h er o t s super 3. To loosen your muscles so you do not strain them during exercise. 4. Follow the rules carefully and wear protective equipment.

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Teacher Superstore

Published on Dec 28, 2013

Health: Level 4 - Ages 8-9

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

Health: Level 4 - Ages 8-9

Published on Dec 28, 2013

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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