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Level 5

Written by Jenni Harrold RIC-0712 3.7/407

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 .Publ i cat i ons Teachers Notes ........................................ ii Curriculum ................................ vu •Links f or r evi ewiii –p r posesonl y•

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

I am The Best! ......................................... 13 Self-esteem ............................................. 14 Feelings ..................................................... 15 How Do You Feel? ................................... 16 Family Matters ........................................ 17 Relationships ............................................ 18 Communication ........................................ 19 Respect ................................................... 20 Decisions .................................................. 21 Goals ........................................................ 22 Changes ................................................... 23 Values ...................................................... 24 Time Management ................................. 25 Taking Risks ........................................... 26 Peer Pressure ........................................ 27 Solving Problems ................................... 28 Puberty .................................................... 29 Drugs ....................................................... 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 Lifestyle.................................. 1 Get Physical ............................................... 2 Healthy Eating Habits ............................ 3 Sleep and Relaxation............................... 4 Personal Cleanliness ................................ 5 What a Headache! ................................... 6 Computer Pain ........................................... 7 Street Smart............................................ 8 First Aid .................................................... 9 Fire Safety .............................................. 10 Smoking ..................................................... 11 A Plan of Action ...................................... 12

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Answers .................................................... 31 R.I.C. Publications

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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.

© R. I . C.Publ i cat i ons The factual quizzes and questions in this package should be used to find out what • areas need bev developed or revised. f o rtor e i ewfurther pur p osesonl y• Curriculum Links

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Activity Pages

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The community is generally united in their overall opinions and goals in relation to the education of young people. In the areas of Growth and Development and Drug Education, the form and timing of this education varies between different community groups based on a wide range of factors, mainly religion and community expectations. Activities in both these areas are provided in this series; however, the author recognises the rights of schools, teachers and parents to guide education according to their own priority. R.I.C. Publications

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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

2

Outcome 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.

3.1

Explains differences in growth and development between individuals.

SA

3

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Physical Activity and the Community

2

3

People and Food

2

3

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

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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.

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

2.12

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

3

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.

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.

3

Safety

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3

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Curriculum Links State

WA

Strand Concepts for a Healthy Lifestyle

Self-management Skills

Physical Activity and the Community

Statement

2

CHL 2

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

3

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.

2

SMS 2

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

3

SMS 3

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

2

IS 2

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

3

IS 3

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

2

3

Human Development

2

3

Human Relations

2

Compare the effects of continuous and short bouts of activity on the body. Gives views of fitness and participate 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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Outcome

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Interpersonal Skills

VIC

Level

3

Safety

2

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Health of Individuals and Populations

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People and Food

3

2 3

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Curriculum Links State NSW

Strand

Level

Outcome

Growth and Development

GDS 2.9 IRS 2.11

Interpersonal Relationships Personal Health Choices

PHS 2.12 SLS 2.13

Discusses how safe practices promote personal wellbeing.

Stage 2

Safe Living Queensland Promoting the Health of Individuals and Communities

2

ALS 2.6

Statement Discusses the relationship between regular physical activity and health. Describes life changes and associated feelings. Describes how relationships with a range of people enhance wellbeing. Discusses the factors influencing personal health choices.

Active Lifestyle

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

2

Enhancing Personal Development

2

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Developing Concepts and Skills for Physical Activity

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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

3.1

3.2

3.3

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A Healthy Lifestyle Having a fit and happy life means looking after all areas of your health. The different aspects of your life fit into three categories. 1. Physical health includes what you eat, how much you exercise and the amount of rest you get. 2. Social health involves the relationships and friendships you have. 3. Emotional health describes how you feel about things, including yourself and your achievements.

Complete the table with information about your physical health. Foods I eat

Exercise

Morning

Afternoon

Rest

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Describe your relationship you have with your: Parents

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Classmates

Best friend

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for a healthier lifestyle

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(a) I am proud of these achievements:

(b) I am a terrific person because …

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Get Physical To maintain a healthy lifestyle it is vital to include some form of physical activity in your day. Getting physical should be fun as well as good for you. Most primary-school-aged children are involved in a variety of different sports and activities.

Illustrate some of the activities you are involved in. Calculate the time you spend on each.

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Activity

Activity

Activity

Time

Time

Time

© R. I . C.Publ i cat i ons f o r ev i ewunder pu r p oseheadings. sonl y• Make• a list ofr these benefits the following

Participating in sport and exercise has many benefits that are necessary to maintain a healthy lifestyle.

Physical health

Mental health

Social health

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4.

Emotional health

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o c . cavailable e What facilities are h in your local area thatr give you the opportunity to e o t r participate in sport and exercise? s s r u e p Rank them in order to show which you use.

On a separate piece of paper, devise a simple plan that would see you increase the physical activity you do in a month.

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Healthy Eating Habits Vegetables, legumes

Many people do not have the perfect diet. We all like to eat different foods, even though some of them may not be that good for us. Developing good eating habits when you are younger gives you a better chance of a healthy lifestyle.

Bread, cereals, rice, pasta, noodles

Choose these sometimes or in small amounts

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Snack

Lunch

Snack

Dinner

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Breakfast

2.

Milk, yoghurt, cheese

Use the main groups guide to plan healthy meals for a day.

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Drink plenty of water

Fruit

© R. I . C.Publ i cat i ons •f or r evi e u r poonse sdifferent onl ycircumstances. • Enjoying and appreciating aw mealp can depend many Make a list of the types of foods you might eat in these situations. Eating alone:

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Eating at a restaurant:

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Eating with family:

Eating with friends:

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3.

A special occasion:

Complete the following. When I have to eat something I do not like, I feel My eating habits are

Overall, my diet is

Junk food is

I prefer to eat

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Sleep and Relaxation To keep our bodies healthy we need to make sure we have enough sleep. Sleep and relaxation help the body to repair itself and get ready for all the activities you participate in. It is important to balance the amount of rest you have with the amount of energy you use during the day.

4.

© R. I . Cout .P ub i cat i o s ‘Taking time is just asl important as n any activity.’ Explain how you feel about this statement. •f orr evi ew pur posesonl y•

Sometimes it is difficult to get enough sleep and leisure time. Here are reasons why some people do not get enough sleep and relaxation. Add two of your own and give a solution for each.

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When I do not get enough sleep, I feel …

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Illustrate four different ways you relax.

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Solution . tabout a problem o I am worried e c . c e her r The house is too noisy o t s s r u e p I do not feel that tired

Reasons I do not sleep or relax

I am too busy with other things

5.

I sleep really well when …

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Personal Cleanliness Each of us is responsible for keeping our body clean and healthy. There are a lot of good habits you can establish now and carry on throughout your life. When you take care of your personal cleanliness and appearance, it is obvious that you care about yourself.

(a)

true

(b)

true

false

I wash my hair regularly.

(d)

true

false

I always wear clean underwear.

(e)

true

false

My school uniform is always clean and neat.

(f)

true

false

Someone regularly checks my hair for head lice.

(g)

true

false

I always wash my hands after going to the toilet.

I shower or have a bath every day.

© . I . C.Publ i cat i ons falseR My hair is trimmed regularly. • f or r ev i ew pur posesonl y• true false I wash my face every day. true

false

I am proud of my general appearance.

(k)

true

false

I need to use a deodorant for body odour.

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Illustrate the products you use for your personal hygiene.

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Describe some of the physical and social problems that may occur if you do not pay attention to personal hygiene. Social

Physical

4.

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(i)

3.

I brush my teeth at least twice a day, every day.

(c)

(h)

2.

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Are these statements true or false for you?

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When I am clean and neatly dressed I feel …

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What a Headache! Many children have headaches from time to time. It can be very annoying when you are having a good time and all of a sudden your head starts to hurt.

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Explain how these types of headaches could be avoided or treated.

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There are different types of headaches and most will go away quite soon. Sometimes a headache lasts longer and the pain is constant and dull. Migraine headaches give you a sharp, throbbing pain and can make you feel sick in the stomach.

Cause of headache

Treatment

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Worry

Excitement Sun/Heat

Eating the wrong foods

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Eyestrain

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3.

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4.

Describe ways you could improve your lifestyle to avoid headaches.

2.

(a) Do you ever suffer from headaches?

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Computer Pain Perhaps you are like millions of other children around the world and spend a lot of time sitting at a computer. Whether you are playing games or doing homework, you need to use the computer correctly to keep your mind and body healthy.

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Do you have access to a computer at home or school?

2.

Draw a picture of your computer work area. Label all the equipment you use. Calculate how many hours each week you spend at the computer.

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Match the sentence beginnings and endings to find some healthy computer habits.

(b) Take regular breaks

• comfortable reach so your back remains straight.

(c) Ensure the computer monitor •

• well-designed chair suited to the height of the desk.

(d) Type lightly

• and keep your wrists level.

(e) Keep the keyboard within

• from looking at the monitor.

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Street Smart Taking care of yourself when you are out in public areas is extremely important. Although most people do not cause children any harm, there are some strangers who can be dangerous. It is difficult to tell who is a threat to your safety and who is not. So, always be on the safe side and follow these ‘street smart’ rules.

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Illustrate these ‘street smart’ rules.

Take the trip with a friend.

Never help a stranger look for lost things.

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Know all the safe areas.

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2.

Stay away from Make lots of noise . any stranger’s car. if something scares you. te o c Describe a situation when you felt afraid or nervous. . che e r o r st super

3.

Which of the rules did you use?

4.

How could you have avoided the situation?

Do not take gifts from a stranger.

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First Aid Many people enjoy spending part of their leisure time in and around water. We have the perfect weather for participating in different water activities. Preventing accidents and knowing some basic first aid is essential.

1.

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Complete the table below.

First aid required

Precautions to take

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Type of accident Sunburn

Cramps

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Head or neck injury

Draw and label the items required for a first aid kit that people could use around water.

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Fire Safety In many areas of Australia, fires are a huge threat to life and property. Unfortunately, many fires, especially in the bush, are started deliberately.

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List some of the ways fires can start:

in the home.

2.

in the bush.

© R. I . C.Publ i cat i ons (b) Know when ton keep the •f o r r e vi ew pur po se so l y •door closed. Know two ways out of

Explain these five fire safety rules for the home. (a)

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Whether you live in a city or a rural area, it is important to understand the destruction fires can cause and the best ways to protect yourself.

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(c) Stay low to the ground.

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(d) Do not run if your clothes catch on fire. (‘Stop, drop, cover, roll’)

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Explain the following terms: arson firebreak evacuation

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Smoking Everyone knows that smoking cigarettes is dangerous to your health. The drug, nicotine, found in cigarettes, is what people become addicted to. Once you start smoking it is very difficult to give up the habit. Children who experiment with cigarettes when they are young often find they are still smoking when they are adults.

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Describe some of the effects of smoking cigarettes in the:

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By your age, it must be clear to you and your friends that smoking is dangerous. Give reasons to explain why some young people still start smoking.

long term.

short term.

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3.

Give your opinion on these statements.

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‘Smokers should have the right to smoke wherever they choose.’

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‘Cigarette advertising does not encourage people to start smoking.’

4.

Explain the term ‘passive smoking’.

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Describe how you feel when people near you are smoking.

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A Plan of Action There are often circumstances we come across that we are not always prepared for. Some situations just arise and it is hard to have a plan for them. At other times, it is important to have a plan of action you can follow.

Many of you will be getting regular homework this year. Describe your plan for completing set homework tasks.

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What usually happens when you do not have a plan?

3.

Develop a plan of action for the following situations.

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(a) You are being followed home by a stranger.

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(b) You have just had a huge disagreement with your best friend.

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(c) A small fire starts in the kitchen when you are home on your own.

(d) You have stayed overnight at a friend’s house when you discover your bike has been stolen.

4.

How confident do you feel when you have to cope with an unfamiliar situation?

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I am the Best! When you feel good about yourself, it is much easier to get along with others and enjoy life. Everybody is important and unique. Some people are good at certain things; everyone is good at something. It is important to be aware of your best qualities and use them to your advantage.

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This is how I look when I am at my best.

2.

I am fun to be with when …

3.

People enjoy my company because …

4.

My best qualities are …

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The two best things about my physical appearance are:

6.

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10. My achievements at school include …

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My main goals are …

12. These words describe my personality …

9.

This quality makes me unique:

13. I am special because …

I care about …

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Self-esteem When you feel good about yourself, it feels like you can do anything in the world! People who really believe in themselves are the ones who try new things, enjoy other people’s company and are ready for challenges.

1.

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Write interesting words in the box below to describe yourself.

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Select 10 qualities and skills which describe you from the list below. Rank these qualities and skills in yourself from 1–10. (10 means the skill/quality is very well developed.) Self-confidence

A sense of humour

Respect for others

Positive thinking

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Problem-solving

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These are all the words that describe me!

Healthy friendships

Self-discipline . te o Tolerance of others A healthy body image c . che e r A good decision maker oCooperation r st super Good relationships with adults

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Teamwork

A belief in my abilities

Determination

Good organisation

Caring for others

Ability to set goals

An interest in different things

Good communication

A healthy lifestyle

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Feelings At any given time, on any given day, we experience many different feelings. The positive feelings are terrific! The negative feelings are not always so easy to deal with.

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Positive feelings are easy to deal with. You feel good, celebrate, laugh and smile!

Describe a recent experience that made you feel:

happy

excited

surprised

delighted

cheerful

lucky

overjoyed

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How we deal with negative feelings is important to the way we manage things.

Complete the table below.

w ww

I felt

A recent experience

Angry

. t Annoyed e Scared

Frustrated Embarrassed

m . u

2.

o!

Oh, n

How I dealt with it

o c . che e r o t r s super

Lonely Disappointed Sad Irritated Grumpy R.I.C. Publications

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How Do You Feel? Agree I like the way I look.

Disagree

Tired!

I never feel bored. My parents are proud of me. I am always on time.

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

I am a creative person. I prefer to be alone.

Teac he r

I can save money easily.

ew i ev Pr

I love to be involved in sport.

My friends enjoy my company. I enjoy learning new things. I always try my best in class.

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• I feel sad and depressed sometimes. My lifestyle is healthy and happy.

I can communicate well with others.

I watch too much television.

w ww

m . u

I can get ‘stressed-out’ over some things. Speaking in class makes me nervous.

. tbooks for pleasure. I enjoy reading e o c . e I have a special talentc inh one area. r e o t r s super I set goals to achieve the things I want. I am popular with my classmates.

I am involved in different activities after school. I have a good relationship with my family. I feel under pressure to do the things my friends want. My teacher is pleased with my efforts. I feel confident when we do something new in class. R.I.C. Publications

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Family Matters The first and most important relationships you have are with your family. They can provide you with the opportunities to discover new things and develop as a person.

1.

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

Describe your family situation. Make a list of the things your family provides you with. Rank them in order of importance to you (1 – most important). Ranking

Emotional

Ranking

ew i ev Pr

Teac he r

Physical

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

Members of my family have made these positive comments about me recently.

3.

w ww

4.

. te

When they are positive, it makes me feel …

o c . che e r o t r These are some of the s ways cope those comments: s r uIp ewith

(a) Some of the negative comments I have to deal with are:

(b)

5.

m . u

2.

When we have disagreements or problems in our family, these are some of the ways we deal with them:

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Relationships An important part of growing up is developing healthy relationships with others. Throughout your life, you will form different relationships with many people. Developing good relations with others helps you to grow and mature. To form good relationships there are certain qualities you need to develop.

1.

Rank these qualities in order of importance and give an example of an

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

appropriate type of behaviour (1 – most important). The first one has been done for you.

Teac he r

Communication

listen when others are talking to you

ew i ev Pr

Respect

Manners Courtesy Sensitivity

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

2.

w ww

Admiration

3.

Are these statements true or false for you?

Approval

. te parents

m . u

Love

o c . c e r brothers and sistersh er o t s s r u e p best friend

Describe the type of relationship you have with your:

All relationships are the same. I am capable of forming good relationships. I take a long time to make friends with others. I enjoy the company of different people. R.I.C. Publications

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true

false

true

false

true

false

true

false

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Communication

Teac he r

… and that concludes my research report.

Being able to communicate effectively with other people is an important skill. Most people can communicate successfully on a one-to-one basis and usually in a small group of friends. To be able to communicate well you need to speak confidently and listen to others.

Thank you for sharing your report with us.

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

An effective speaker will have these qualities:

2.

An effective listener will have these qualities:

3.

Give some reasons to explain why speaking in public is one of the greatest

ew i ev Pr

1.

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

fears of most people.

4.

Describe an experience you had when you were nervous about speaking to

6.

7.

w ww

5.

m . u

a group.

. te

Write some of the situations where you feel confident about speaking.

o c . che e r o Give some examples of non-verbal communication. t r s super How can you tell when someone is not listening to you?

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Respect Showing respect for yourself and others is an important quality to develop. If you do not have self-respect, you probably will not care too much about yourself or achieve the things you are capable of.

Do you want to join us?

When you do not show respect for other people, it is hard to form healthy relationships.

I take care with my appearance.

I believe I can achieve whatever I want to.

I always give 100%.

I know my strengths and weaknesses.

I can express my feelings.

I think my opinions are important.

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

These are some of the qualities I respect in:

best friends

w ww

m . u

teachers

3.

When you do not have respect for someone else, what types of behaviour might you show?

. te

o c . che e r o It is also important to show respect for property. When there is no respect for t r s s r u e p other people’s property, what behaviours can you expect? No interest in their ideas

4.

ew i ev Pr

2.

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

How do you show respect for yourself?

Teac he r

1.

Graffiti

5.

Which one person do you respect more than anyone else? Explain why.

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Decisions

1.

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

People who are confident about making decisions often have a plan to help them out. Important decisions are usually well thought out, with all the choices looked at, before a final conclusion is reached.

When I make an important decision, I:

ew i ev Pr

Teac he r

Everyone needs to make decisions. When you are younger, the decisions you make may be quite simple. Some decisions can get very complicated as you get older. Making decisions for yourself will become more and more important as you become more independent.

look at all the options.

decide quickly.

talk it over with someone first.

choose the easiest option.

© R. I . C.Publ i cat i ons • f o rr e vi e wwrong pu r posesonl y• worry about making the choice. hope for the best!

Use this plan to work through a decision that affects you.

w ww

2.

m . u

always feel confident about choosing the right option.

This is the problem:

. tedifferent choices: o These are the c . che e r o t r s super This is the choice I made: This is the result of my choice:

3.

On a separate piece of paper, describe a decision you may need to make before you enter secondary school. List three options. Highlight the option you are more likely to choose.

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Goals Setting goals in your life is a rewarding experience. It gives you a great deal of satisfaction when you know you have achieved something important to you. You can set a goal for anything—and planning is easy.

r o e t s Bo r e p ok u S A Goal-setting Plan

1

1.

(a)

ew i ev Pr

Teac he r

Once you have a goal, write it down.

2

Make a list of what you need to achieve your goal.

3

Set a date to reach your goal.

4

Start working toward the things you need to do.

5

Reach your goal and enjoy the success.

6

Set a new goal!

© R. I . C.Publ i cat i ons Set goals inr these areas: •f or evi ew pur posesonl y•

Personal

w ww

m . u

Friendships Sport

. te

Lifestyle

o c . School che e r o t Family relationships r s super Money

(b) Now use the plan to start on your own goal-setting. because …

2.

Goals are …

3.

I find goals easy/difficult to achieve because …

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Changes All through our lives, changes will occur. Some of these may be small, some major. They may be physical or emotional, positive or negative. Recognising changes and coping with them are issues you need to deal with throughout your life.

Physical changes

2.

Impact on my life

ew i ev Pr

Make a list of the physical changes that have occurred since you started school. These may include changes in your appearance, family structure or moving house or school.

Teac he r

1.

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

My feelings at the time

© R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y• Describe some of the emotional changes that have affected your feelings

w ww

3.

What is the most significant positive change in your life?

. te

5.

m . u

and friendships this year.

4. What is the most significant negative change in your life?

o c . che e r o Make predictions about how your life may change by the time you leave t r s s r u e p secondary school. Appearance Friendships Family Living arrangements Interests

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Values How you think and feel about different things represents the values you have in life. Some values can be taught to you by your parents and those close to you. As you mature, you develop your own ideas, opinions and values. They create a basis for how you lead your life. When you have confidence in yourself and strong values, it is easier to do things that are right for you. Those who have weaker values can often be lead easily and may end up doing things they really do not want to.

Generosity

Tolerance

Kind

ness

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

Describe how you feel about the following issues.

(a) Girls and boys should be taught in separate classes.

ew i ev Pr

Teac he r

1.

esty

Hon

(b) People who are unemployed should do community service work until they find a job.

(c)

© R. I . C.Publ i cat i ons Cigarettes made •f orshould r evbe i e w illegal. pur posesonl y•

w ww

2.

m . u

(d) Parents should only be allowed to have two children.

. te o true c I have strong opinions on almost everything. . che e r true o r I need to think carefully about how Ie feel. st su r p

Are these true or false for you?

false false

My beliefs are the same as my parents.

true

false

I will argue with someone if I think I am right.

true

false

When someone disagrees with me, I change my mind.

true

false

I can always see both sides of an argument.

true

false

I feel confident when I am giving my opinion on something.

true

false

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Time Management Have you ever noticed people often say things like, ‘I can never find the time’ or ‘There’s not enough hours in the day’? Many people lead very busy lives. In order to get everything done, it is important to manage time wisely. Like a lot of things, this takes organisation and determination. You may already be having a few problems trying to get everything done. You may be involved in activities after school, have a busy social life, lots of jobs to do or just too much homework!

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

1.

Work out how your day is divided up.

Sleep

School

ew i ev Pr

Teac he r

An adult’s day can usually be divided into eight hours sleep, eight hours work and eight hours leisure.

Leisure

There is not much you can do about the time you spend sleeping and at school. However, you can organise the rest of your day so everything gets done.

4. 5.

6.

© R. I . C.Publ i cat i ons Monday Tuesday Wednesday Thursday Friday •f orr evi ew pur posesonl y•

w ww

3.

Write all the things you do and how long each takes during your leisure time.

m . u

2.

. te o What do you need to allocate more time to? c . c e he r What are the activities you really do not like doing? How much time do o t r s s r upe they take? What do you spend most of your time doing?

What are the activities you really like doing? How much time do they take?

7.

Write a goal to help you manage your leisure time more efficiently.

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Taking Risks People take risks every day. Most of these are small risks that neither cause us harm nor put us in a difficult situation. Some risks can have a major influence on our lives. Taking risks can have positive or negative consequences.

I am pretty sure I know this one.

Some people are afraid to take big risks in their life because they are worried about failing or looking silly. What is important is to consider the outcomes and take a chance. If things do not work out, try something different.

Make a list of some of the positive risks you have taken recently.

Teac he r

1.

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

I spoke up in class and gave an answer to the teacher’s question

The outcome was

ew i ev Pr

I have taken these risks

My answer was correct and I felt pleased with myself

© R. I . C.Publ i cat i ons 2. p List some of s the ways you can cope with •friends f or r e vi ew u r p o e s o n l y • Sometimes, may dare negative peer pressure.

w ww

m . u

each other to take certain risks that may not have a positive outcome. When your peers make you feel pressured to do something you are not sure about, do not take the risk. Standing up to your friends can be a risk in itself. Will they still like you? Will you look silly?

. te

3.

o c . c e h Describe the biggest risk you have ever taken. r er o t s super

4.

What was the outcome?

5.

How did it change you?

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Peer Pressure That helmet is so uncool!

The relationships we have with our friends can be very powerful. We can develop strong bonds, learn new things and experience different challenges. Friends can have a huge influence over our thoughts, feelings and actions. This influence is usually full of positive experiences. However, friends can also have a negative influence on our behaviours. Peer pressure does not affect just children and teenagers. Many adults are also affected by different forms of pressure from their peers.

Complete the table.

Teac he r

1.

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

Qualities I appreciate in my friends

Activities my friends and I enjoy

ew i ev Pr

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

Who makes most of the decisions in your friendship group?

3.

Describe a situation when you may have disagreed with your friends but went along with their decision anyway.

5.

w ww

4.

m . u

2.

. teinfluences Positive Negative o influences c . che e r o t r s super

List of some of the positive and negative influences your friends have on you.

What qualities do you need to develop to overcome negative peer pressure?

Self-confidence

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Solving Problems Because life is not perfect there are always problems and conflicts that arise. The better you deal with problems, the happier and less stressful your life will be.

I told you not to borrow my CDs without asking!

Maybe, if I shared my stuff more often, she would not be so upset.

Teac he r

The first ‘rule’ for approaching difficult situations is to try to stay positive. When you have a positive attitude, it is easier to sort things out. A negative outlook will only make things seem even more difficult.

Describe the positive and negative feelings you could have about each of these problems. Create a solution for each. Problem

Positive feelings

I am often fighting with my brother/sister

Negative feelings

ew i ev Pr

1.

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

Solution

© R. I . C.Publ i cat i ons Our family does notr have • f o r evi ew pur posesonl y• enough money to buy me

w ww

m . u

trendy clothes all the time. I can never seem to understand the new maths we do in class.

. te

2.

o c . c e he Who do you go to when you have a problem thato your are having trouble solving? t r s super

3.

What is the most difficult problem you have had to face?

4.

How was it solved?

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Puberty Puberty is the time when your body changes, develops and matures. These changes are necessary for reproduction to occur later.

1.

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

Decide which of these changes happens to males, females or both. Changes

Males

Females

Teac he r

ew i ev Pr

Hair starts to grow under arms and in pubic area

Both

Voice becomes deeper Mood swings Period begins Huge growth spurt

© R. I . C.Publ i cat i ons Begin• to f take anr interest inw p o r e v i e ur posesonl y• people of the opposite sex Facial hair begins to grow

m . u

Pimples

w ww

Body odour changes Penis grows in size

. te

o c . each day to stop It is important to use a c e her r body odour. o t s s uper underwear every day. Wear

Breasts develop

2.

(a) (b)

(c) Be sure to shower or have a bath

day.

by washing your face.

(d) Avoid

a regular part of each day to keep fit.

(e) Make

(f) Each person’s body will change at a different rate during . R.I.C. Publications

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Drugs In our society there are many different drugs that people use for a variety of reasons. Some drugs are legal and widely used. Others are illegal. Many drugs can lead to addiction, causing health and social problems.

1.

List all the different drugs you can think of.

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

Illegally available drugs

ew i ev Pr

Teac he r

Legally available drugs

2.

Which drug do you think causes the most social problems in society?

3.

Which drug do you think causes more deaths in Australia than any other?

4.

Describe some of the health and social problems for any four drugs you have listed.

w ww Drug

. te

5.

Related health problems

m . u

© R. I . C.Publ i cat i ons •your f oreasons. rr evi ew pur posesonl y• Explain

Related social problems

o c . che e r o t r s super

I think people use drugs because … ‘All drugs should be made legal.’

6.

Explain your opinion on this statement.

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Answers Computer Pain – page 7

Puberty – page 29

3. (a) Sit straight in a well-designed chair suited to the height of the desk. (b) Take regular breaks from looking at the monitor. (c) Ensure the computer monitor is positioned centrally on the desk. (d) Type lightly and keep your wrists level. (e) Keep the keyboard within comfortable reach so your back remains straight.

1. Hair starts to grow under arms and in pubic area – both Voice becomes deeper – both Mood swings – both Period begins – females Huge growth spurt – both Facial hair begins to grow – males Begin to take an interest in people of the opposite sex – both Pimples – both Body odour changes – both Penis grows in size – males Breasts develop – both 2. (a) deodorant (b) clean (c) every (d) pimples (e) exercise (f) puberty

ew i ev Pr

Teac he r

r o e t s Bo r e p ok u First Aid – page S 9 1. Sunburn: lie down in a cool place; drink water; apply cool packs; wear sunburn cream and protective clothing Cramps: stretch the affected muscle; apply cold compress; avoid swimming in cold water, avoid exhaustion Jellyfish stings: douse with vinegar and carefully remove tentacles; avoid areas where jellyfish are common; wear protective clothing Head or neck injury: immobilise the head and neck; get help; do not dive in shallow water; avoid dumping waves

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

w ww

m . u

Fire Safety – page 10 3. arson: burning a house or building with wrongful intent fire break: a strip of cleared land to control the spread of fire evacuation: to move people or things from a threatened place

. te

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Health: Level 5 - Ages 9-10