Health: Level 7 - Ages 11-12

Level 7

Written by Jenni Harrold RIC-0714 3.7/409

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.

r o e t s Bo r e p ok u S 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 Teachers Notes ........................................ ii Self-management Skills © R .

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P u b l i cat i ons Curriculum Links ................................ iii – v Concepts for Healthy Lifestyle •af orr evi ew pur posesonl y•

The student applies self-management skills, showing an awareness of beliefs and values, and predicts the risk and benefits for the achievement of health and physical activity goals.

The student understands how factors influence personal health behaviours and how to appraise own and others’ health, safety and physical activity practices.

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Feelings .................................................... 18 Feeling Sad .............................................. 19 Dealing with Anger ............................... 20 Feel Good about Yourself .................... 21 Communication ....................................... 22 Relationships .......................................... 23 Decisions ................................................. 24 Conflict.................................................... 25 Being Assertive ..................................... 26 Goals ........................................................ 27 Time Management ................................. 28 Taking Risks ........................................... 29 How Do You Feel? ................................. 30

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A Healthy Lifestyle.................................. 1 Healthy Eating Habits ............................ 2 Physical Activity ...................................... 3 Leisure ........................................................ 4 Peers ........................................................... 5 Naming Body Parts .................................. 6 Male Development ................................... 7 Female Development ............................... 8 Hormones ................................................... 9 Personal Development ............................ 10 Skin Care .................................................. 11 Drugs ......................................................... 12 Cigarettes ................................................. 13 Alcohol ....................................................... 14 Advertising ............................................... 15 Media Images .......................................... 16 Mental Health .......................................... 17

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

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Teachers Notes The main goal of Health is to provide students with knowledge and promote the development of skills they need to create a balanced lifestyle and to carry that lifestyle through to adulthood.

This book has been written in accordance with the current outcome statements and links to these for your State can be found on pages iii – 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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Activit y Page s

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Curriculum Links

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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.

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Curriculum Links The activities within this book have been written to develop the following outcomes.

Learning Area – Health and Physical Education State National SA

Strand

Level Outcome

Human Development

3

4

Explains differences in growth and development between individuals.

3.2

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

4.1

Explains how people manage significant transitions in their growth and development.

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Physical Activity and the Community

4.2

Explains how personal and community practices reflect different beliefs or values about expressions of sexuality.

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.

4.5

Identifies and takes part in activities that contribute to the development of particular components of fitness.

4.6

Plans strategies to promote participation in recreational activities.

3.7

Discusses influences on personal food intake.

3.8

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

4

4.7

Identifies issues related to why individuals and groups in the same community may have different eating and meal patterns.

3

3.9

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

3

4

People and Food

3

Health of Individuals and Populations

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Statement

3.1

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

4.9

Identifies and analyses images of health and how these influence personal and community health goals.

4.10

Investigates the health services available to different groups in the community.

3

3.12

Demonstrates strategies that deal with unsafe or emergency situations.

4

4.12

Assesses options and consequences in responding to unsafe situations.

4.13

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

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.

4.13

Discusses how taking on different roles affects relationships, attitudes and behaviours.

4.14

Analyses the ethical dimensions of various rules and codes of behaviour.

4.15

Analyses the ways in which people define their own and other people’s identities.

4

Safety

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Human Relations

3

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Curriculum Links State WA

Strand Concepts for a Healthy Lifestyle

Self-management Skills

Statement

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.

4

CHL 4

Understands how factors influence personal health behaviours and how to appraise their own and others’ health, safety and physical activity practices.

3

SMS 3

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

4

SMS 4

Applies self-management skills, showing an awareness of beliefs and values, and predicts the risks and benefits for the achievement of health and physical activity goals.

3

IS 3

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

4

IS 4

Demonstrates communication and cooperation skills that enhance interpersonal and group relationships.

Physical Activity and

3

the Community

4

Human Development

3 4

Human Relations

3

Give views of fitness and participate in activities to stay fit.

Plan strategies to promote participation in recreational activities.

Explain differences in growth and development between individuals.

Identify and describe significant transitions in growth and development and the different ways that people deal with them.

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.

Discuss how taking on different roles affect relationships, attitudes and behaviour.

Formulate codes of behaviour that enhance cooperation and assist interpersonal relations within a range of groups and contexts.

Discuss the ways in which people define their own and other people’s identities.

Demonstrate strategies that deal with unsafe or emergency situations.

Assess options and consequences in responding to unsafe situations.

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.

Identify and analyse images of health and how these influence personal and community health goals.

Explain some physiological, social, cultural and economic reasons for people’s food choices.

Identify and discuss issues related to food and nutrition.

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Outcome

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Interpersonal Skills

VIC

Level

4

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Safety

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Health of Individuals and Populations

3

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People and Food

4 3 4

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Curriculum Links State NSW

Queensland

Strand Active Lifestyle

Level Stage 3

Outcome ALS 3.6

Growth and Development

GDS 3.9

Interpersonal Relationships Personal Health Choices Safe Living

IRS 3.11

Promoting the Health of Individuals and Communities

PHS 3.12 SLS 3.13 3

3.1

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 recommend actions they can take to promote their health in response to social, biological or environmental factors.

Students develop and implement strategies for optimising personal diet based on identified nutritional needs for growth, energy and health.

Students propose ways of responding to situations and behaviours that are unsafe, harmful or risky, after assessing options and consequences.

Students justify the selection of health products and services that best meet their health needs.

Students identify aspects of their social and physical environments that enhance, or pose threats to, their health, and plan strategies for achieving healthy environments for themselves and others.

Students identify laws and policies that apply to their behaviours and discuss the impact of these on their health and safety.

Students describe what it means to be fit and demonstrate activities that promote health-related fitness.

Students identify and take part in a variety of physical activities that contribute to the development of particular components of health-related fitness.

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 identify physical, social, intellectual and emotional changes associated with growth and development, and recommend ways to promote their own growth and development.

Students demonstrate communication, cooperation and decisionmaking skills to collaborate in social, team or group situations.

Students evaluate the influence on self-concept and self-esteem of their own and others’ behaviours, including recognition of achievement and changes in responsibilities.

Students explore different types of relationships and evaluate standards of behaviour considered appropriate for these relationships.

Students explain how factors, including challenges and inherited characteristics, influence physical, social and emotional growth and development.

Students demonstrate skills and actions that support the rights and feelings of others, while adopting different roles and responsibilities in social, team or group activities.

Students describe the impact of sexual maturation and puberty on relationships and self-esteem.

3.2

3.5

D3.6

4

4.1 4.2 4.3

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Statement Shows how to maintain and improve the quality of an active lifestyle.

Explains and demonstrates strategies for dealing with life changes.

Describes roles and responsibilities in developing and maintaining positive relationships.

Explains the consequences of personal lifestyle choices.

Describes safe practices that are appropriate to a range of situations and environments.

4.4 4.5

D4.6

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Developing Concepts and Skills for Physical Activity

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Enhancing Personal Development

3

3.3

4

4.3

3

3.1

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4

4.1 4.2 4.3 4.4 D4.5

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A Healthy Lifestyle 1. How does your lifestyle shape up?

Agree Disagree

Agree

I only eat when I am hungry.

I eat three healthy meals a day.

I enjoy exercising.

I get enough sleep each night.

I would rather watch television than play sport.

My diet could be a lot healthier.

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It is important how I feel about myself.

My lifestyle is boring.

I am in a healthy weight range.

I often feel tired during the day.

I would like to change my eating habits.

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Disagree

I prefer to eat ‘junk’ food than fruit and vegetables.

I stay healthy because it makes me feel better.

My talents are not in sport.

I always make time for relaxation.

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2. When my lifestyle is unhealthy, I feel …

3. Describe your regular habits and list the improvements that you could make to your lifestyle.

Diet Exercise

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Improvements

Sleep Relaxation

4. In general, my lifestyle is …

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Healthy Eating Habits Food habits are formed at a young age and, like any habit, can be hard to change when you are older. If you know your eating habits are not as good as they should be, you can alter them as you take more responsibility for your lifestyle.

1. List some of the foods you like and dislike.

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Like

2. It is fun to try new foods. What are some foods you would like to try?

Less fat

More fibre

Less sugar

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3. Here are some ways that you can adjust your eating habits. List the foods to avoid or include.

Less salt

Less caffeine

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4. On a large sheet of paper, make a collage showing what things influence your food selection habits.

Guidelines for Healthy Eating

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Eat fresh food rather than processed food.

Eat a variety of different foods.

Avoid fatty meals.

Avoid eating too many sweet foods.

Eat only until you are comfortably full.

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6. Complete the table below to show how you would plan a day’s meals if you had the opportunity to choose.

Meal

My preferred choices

A healthier plan

Breakfast Snack

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Physical Activity Regular exercise is essential to keep your body in good shape. Participating in physical activity can have immediate effects, as well as long-lasting physical and mental health benefits.

1. Shown below are facts about teens and their participation in physical activity.

Give reasons to explain each. (a)

Participation in sport and physical activity declines with increasing age during teenage years.

Teenagers who are involved in sport are less likely to involve themselves in health-risk behaviours.

(d)

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(c)

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More boys than girls participate in organised sport as teenagers.

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(b)

Those who rate their sporting ability as below average are less likely to participate regularly in organised sport.

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There are many benefits, aside from improved physical health, of regular exercise.

Young people who are physically active: • are more confident about coping under pressure and making decisions; • have better social skills; • have higher self-esteem; • are more optimistic; and • experience lower rates of mental health problems.

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2. Describe two strategies that could be used to increase the level of physical activity among teenagers. (i) (ii)

3. Write a slogan that could be used to encourage teens to increase their physical activity levels.

4. Using your slogan, design a poster, on a separate piece of paper, to display in the school, encouraging physical activity.

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Leisure Leisure is the time you have free from the demands of work, study and other duties. Many people spend their leisure time on activities they enjoy and find personally rewarding.

1. Make a list of the activities you spend your leisure time on.

Calculate how many hours you have free for leisure in a regular week.

Monday

Activities

Friday

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2. Who do you spend your leisure time with?

3. What facilities are available for leisure activities in your community?

Saturday

Sunday

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Time spent

Tuesday Wednesday Thursday

4. What other facilities would you like to see provided?

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relaxation

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6. Explain your opinions on the following statements.

‘Children need to have more leisure time than adults.’

‘Work is a lot more important than leisure time.’

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Peers have the confidence to be an individual. It is not always easy to cope with the demands of your peers and the changes that are occurring during this stage of your life.

Your peer group is the people you probably spend most of your time with. It is wonderful to form close friendships and have people around who are interested in the same things you are. Peer groups can exert a lot of pressure, so it is important to

1. My friends are important to me because …

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2. When I choose friends, I look for people who are:

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3. Within these categories, what is popular with your group of friends? (a)

movies

(b)

music

(c)

clothes

(d)

places to go

(e)

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(f) (g)

things to do

TV shows

4. Tick which are true for you. Within my peer group, I: am easily influenced by the others.

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am a leader. am a decision maker.

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do not often stand up for myself.

prefer to listen to the others.

have strong views on what we should do.

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The peer group can have a positive influence by providing opportunities: • for rewarding friendships to develop; • to share dreams, emotions and leisure activities; • to develop social skills; and • to develop self-awareness for individuals.

The peer group can have a negative influence by: • suppressing the individual; • exerting pressure to behave in ways that are against the individual’s beliefs; and • encouraging members to conform to certain behaviours and beliefs.

5. Describe two experiences when you have felt influenced by your peers in: a positive way

a negative way

1.

1.

2.

2.

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Naming Body Parts Write the correct term against the definitions.

FEMALES

clitoris vagina

Correct term

ovary hymen

labia urethra

cervix anus

bladder uterus fallopian tubes

Function/Description The lower end of the uterus which opens to let the baby through during birth.

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Sex gland which produces eggs. Each woman has a pair.

A hollow muscular organ into which the ovum is received and where it stays during pregnancy.

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Muscular tubes about 12 cm long. When an ovum is released it is drawn into the tube and moved along toward the uterus.

A muscular tube connecting the uterus with the outside of the body. The walls stretch for the baby to be born.

Two thick folds of skin made of fat with pubic hair covering them.

Thin layer of skin which partially covers the vaginal opening.

The hole at the end of the digestive tract where waste leaves the body.

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The tube leading from the bladder to the outside of the body.

Very sensitive small ‘tip’ with a fold of skin over it.

A sac in which urine collects.

bladder scrotum seminal vesicle glans testicle anus vas deferens penis urethra prostate gland

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Correct term

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Function/Description

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MALES

Produces the sex cells (sperm) and the sex hormone (testosterone).

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Loose pouch of wrinkled skin which holds and protects the testicles.

Contains the urethra through which urine and semen are discharged from the body.

Carries urine to the outside of the body and semen during sexual excitement.

Produces a fluid which helps sperm to move.

A sac in which urine collects.

Glands which produce a nourishing fluid to give sperm energy.

Two tubes where sperm travel to the penis.

The tip of the penis, which is the most sensitive.

The hole at the end of the digestive tract where waste leaves the body.

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Male Development

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2. Complete the following table. true

(a)

During puberty a boy's shoulders get broader.

(b)

All males are circumcised at birth.

(c)

Boys who have pimples have more hormones than those who do not.

(d)

Boy's breasts can get bigger and become sore during puberty.

(e)

An erection occurs when more blood flows to the penis.

(f)

Urine and semen can pass from the body at the same time.

(g)

All men have the same size penis.

(h)

Males are not capable of becoming fathers during puberty.

(i)

It is normal for males going through pubery to get erections for no reason at all.

(j)

There are millions of sperm in every drop of healthy semen.

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1. Use the information on page 6 to label the male genitals correctly.

false

not sure

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Female Development

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2. Complete the following table.

(b)

Girls can not go swimming when they have their period.

false

not sure

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C.Publ i cat i ons Girls should not exercise during their period.

•f orr evi ew pur posesonl y• Males should know about menstruation.

(d)

About six months before a female's first period, she might notice an increase in clear vaginal discharge.

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(e)

Females can get pregnant during puberty.

(f)

During each menstrual cycle an ovary releases an egg.

(g)

Sometimes one breast can develop more quickly than the other.

(h)

All women have menstrual cramps during their period.

(i)

All girls begin to menstruate when they turn 13.

(j)

A period usually lasts from three to seven days.

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(a)

true

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1. Use the information on page 6 to label the female genitals correctly.

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Hormones Puberty starts when your brain sends messages to your body to start releasing hormones. Hormones are chemical substances that are produced in groups of cells called glands. Different hormones act on different parts of your body. Two of these hormones, oestrogen in girls and testosterone in boys, guide the body to grow into adults.

These hormones cause physical changes, such as hair growing under arms and around genitals, sweating more and voice deepening. Many people

get pimples during puberty because the skin starts growing thicker and the glands under it produce more oil. These hormonal changes can also cause major mood changes. It is perfectly normal to feel up and down, sometimes for no reason at all, at this time.

No two people are ever at the same stage during puberty and everyone changes at their own pace.

There is no right or wrong way to look. We are all unique.

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1. The male hormone is called

2. The female hormone is called

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3. The changes that occur during puberty may require you to make some changes or pay more attention to your hygiene routine. List some good hygiene practices.

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4. What are some things that would make coping with puberty easier?

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5. List the changes that can take place in males and females during puberty.

Males

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Personal Development Choose the correct answer.

During puberty, girls:

8.

(a) week.

(b) grow taller and change shape.

(b) month.

(a) unprotected sexual activity.

(c) year.

(b) sharing a bath towel.

9.

During puberty, boys:

The average length of a pregnancy is:

(c) sitting on public toilet seats.

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(a) six months.

(a) develop physically toward adulthood.

(b) forty weeks.

(b) begin to grow a long beard.

(c) one year.

10.

(a) the first time a couple has sexual intercourse.

Menstruation is:

(b) making babies. (c) the lining of the uterus leaving the vagina.

11.

Contraception is a method of:

(b) generally effective in preventing pregnancy and the spread ofSTDs.

(b) practising safe sex.

(c) worn by females.

(c) preventing pregnancy.

12.

18.

Masturbation is:

(a) something only unmarried people do.

(c) fourteen days.

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(c) an ovary has released an ovum.

(b) fallopian tube.

(c) placenta.

(c) dangerous and could lead to a loss of vision.

19.

Contractions occur when a woman is: (a) preparing to give birth.

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During pregnancy, the baby receives food and oxygen through the: (a) umbilical cord.

(b) uterus.

(b) the act of stimulating one’s own genitals for sexual pleasure.

(b) a woman is pregnant.

During pregnancy, the baby grows in the: (a) vagina.

Ovulation is when: (a) a woman has a period.

The right time to have sex is when:

(c) three months pregnant.

20.

(b) you feel comfortable and safe about making the decision.

(c) your partner wants to.

For conception to occur: 14. (a) a single sperm must enter the ovum.

(b) having a stomach ache.

(a) all your friends are doing it.

(c) stomach.

7.

Condoms are:

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Menstrual flow lasts for an average of:

(b) five days.

6.

(b) the responsibility of both partners.

(a) available only from a doctor.

(a) having a baby.

(a) one month.

5.

17.

(c) whenever the couple want it to.

(a) embarrassing and should not be discussed in public.

(c) not important if the couple love each other.

(b) once every month.

(a) the body getting rid of bad blood.

4.

Pregnancy can take place:

Safe sex is:

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(c) start wearing long trousers.

3.

Sexually transmitted diseases are passed on by:

(a) have a baby.

(c) stop playing sport.

2.

15.

Ovulation takes place every:

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People have intercourse because they:

The contraceptive pill is taken: (a) three times a week. (b) only when having intercourse. (c) every day in order to be effective.

(a) want to have a baby. (b) a single ovum must enter the sperm. (c) hundreds of sperm must enter the ovum.

(b) want to feel close to each other. (c) either or both of the above.

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Skin Care If your body is in good shape, your skin will also be healthy. Exercise and diet affect how healthy your skin is. You need to take good care of your skin by cleaning it properly and avoiding sun damage.

Pimples are a part of puberty for most teenagers.

Hormones produce more oil which makes its way to the surface of the skin. There is not a lot you can do to control your hormones, but you can minimise skin problems.

What can I do to help my skin?

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

1. Describe how the following can affect your skin.

(b)

Diet

(c)

Exercise

(d)

The sun

(e)

Age

Teac he r

Hormones

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(a)

2. Shown below are some disorders that can affect teenage skin. Match the disorder to the cause.

© R. I .

C.Pub l i cat i ons Acne • • Rapid growth spurts •f or•r evi ew pu•r posesonl y• Eczema Viruses Stretch Marks •

• Oily skin, hormones, stress

Boils

•

• Blockages in the sweat glands

Warts

•

• Dry skin

Whiteheads

•

• Dead skin cells, oily skin

Blackheads

•

• Infections at the base of hair follicles

. te

m . u

Causes

w ww

Disorder

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3. Devise an effective skin care routine you can use every day.

Morning:

Night:

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Health

Drugs Drugs are chemical substances used in the diagnosis, prevention and treatment of pain, disease and anxiety.

Drugs can alter, suppress or enhance bodily functions.

1. Make a list of all the different drugs you are aware of.

Legal drugs

2. Scale the following to show why you think young people may use drugs.

Illegal drugs

r o e t s Bo r e p ok u S To have fun

To relax

To forget about problems To relieve boredom To celebrate

© R. I .

C.Publ i cat i o To fitn in s Describe how drugs can affect an individual’s lifestyle.

•f orr evi ew pur posesonl y• Health

w ww

. te

Finances

Relationships

The law

m . u

3.

Curiosity

ew i ev Pr

Teac he r

To gain more confidence

o c . che e r o t r s super

4. What strategies can you use to refuse any offer of drugs?

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Cigarettes Cigarette smoke contains over 4 000 chemicals, many of which cause cancer. Nicotine is the poisonous chemical that causes addiction. Tar is a black, sticky substance that is the main cause of throat and lung cancer. Carbon monoxide is a poisonous gas that reduces the amount of oxygen available to organs of the body.

1. Sort the following effects of smoking into long-term and short-term consequences. short long term term

3. List five benefits of choosing a smokefree lifestyle. (i)

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

smelly hair

(ii)

(iii) (iv)

Teac he r

lung cancer

(v)

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stroke

4. Give your opinion on this statement.

‘Smoking should be banned in all public places.’

stomach ulcer bad breath

For

stained teeth and fingers

© R. I .

C.Publ i cat i ons throat cancer •f orr evi ew pur posesonl y• emphysema

high blood pressure

w ww

Against

less oxygen to the lungs

. te

dry wrinkled skin infertility

m . u

heart disease

o c . che e r o t r s super

2. If a packet of cigarettes cost $7.00, complete this table.

cost of one packet of cigarettes per day

what I could spend that money on

week month year R.I.C. Publications

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Health

Alcohol Alcohol is a toxic drug that can poison the body if taken in large quantities. It can damage all the major organs of the body.

Long-term effects of alcohol

Loss of coordination Flushing and dizziness Loss of inhibitions Impairment of motor skills, brain and nervous functions Staggering and slow reactions Blurred vision and slurred speech Aggression Vomiting and unconsciousness

Loss of appetite Vitamin deficiencies Frequent infections Skin problems Liver and brain damage Loss of memory Depression Heart and blood disorders

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

1. Why do you think people choose to drink alcohol?

ew i ev Pr

Teac he r

Short-term effects of alcohol

3. Answer these. Use true (T), false (F) or unsure (U). (a)

People can think more clearly after drinking alcohol.

(b)

Alcohol affects all people in the same way.

(c) Alcohol should never be used © R. I .

C.Publ i c at i o n s with prescription drugs.

•f orr evi ew pur po e s on y •18 years (d)s You need to l be over

2. Design symbols to illustrate the following recommendations for those people who choose to drink.

of age to purchase alcohol.

Eat before drinking.

(f)

Alcohol is a depressant.

(g)

Alcohol can affect your decision-making.

Drink plenty of water.

(h)

Random breath testing determines a person’s blood alcohol level.

Watch out for your friends.

(i)

Alcohol only affects the brain and liver.

(j)

It takes the liver approximately one hour to break down one standard drink.

(k)

It is an offence to supply alcohol to someone who is already drunk.

Drink slowly.

. te

o c . che e r o t r s super

Drink at a safe place.

Do not drink and drive.

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Drinking coffee or vomiting will help sober someone up.

w ww

(e)

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Health

Advertising Advertising in the media can often have a huge influence on the decisions we make about what to spend our money on. Advertisers use different approaches and images to entice people to buy their products and use their services.

Advertisements may include slogans, jingles, promotions, contests and humour to present an image of success, popularity, sexiness or sophistication.

1. Name an advertisement for a product or service that has appealed to you.

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

What appeals to you about the advertisement?

Would you buy the product or use the service?

yes

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Teac he r

Describe the advertisement.

no

2. Write three products or services that are advertised and complete the table.

©R .

I .

C.Publ i c at i o s Who does itn Image created appeal to?

•f orr evi ew pur posesonl y•

w ww

. te

m . u

Description of advertisement

o c . che e r o t r s super

3. On another piece of paper, cut out advertisements from magazines and categorise them into groups according to their target audience (i.e. who they appeal to).

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Health

Media Images The media, particularly television, provide strong images that can influence the decisions you make regarding your lifestyle.

1. Collect magazine advertisements showing a person or people advertising health or fashion products.

2. Choose one and answer the following questions.

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

What do you notice about the age of the person or people?

(b)

What do you notice about the expression on the person’s face?

ew i ev Pr

Teac he r

(a)

(c)

What do you notice about the looks of the person?

(d)

What do you think the advertisement is telling us?

(e)

If all you knew about teenagers was what you saw in magazine advertisements, what would you think?

© R. I .

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

Arguments for 1.

2.

. te

3.

Arguments against

m . u

w ww

3. Give arguments for and against this statement.

‘Advertisers should use regular, average people to promote their product.’

Supporting evidence

o c . che e r o t r s super Supporting evidence

1.

2.

3.

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Health

Mental Health Looking after your mental health is just as important as looking after your physical health.

You need to develop positive feelings about yourself and find a balance that suits your lifestyle.

Some people have problems with their mental health that can be caused through different illnesses. Mental health problems are often caused by a chemical imbalance in the brain. It is important to remember that everyone is different and we all have different problems.

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

ignore them.

Phobias are one type of mental illness and can affect people of all ages and to different degrees. Phobias are symptoms bought on by a fear of an object or situations.

Phobias are treatable.

2. Match the name of the phobias to the fear.

ew i ev Pr

Teac he r

1. When I am confronted with people who are different or have problems, I usually:

try to make friends.

logizomechanophobia •

• dentists

avoid them whenever possible.

claustrophobia

•

• closed spaces

•

• night

tease them.

acrophobia

noctiphobia • • heights © R. I .

C.Pub l i cat i ons dentophobia • • computers feel sorry for them.

•f orr evi ew pur posesonl y•

w ww

. te

m . u

try to help them out.

o c . che e r o t r s super

3. What resources are available in your community to assist people who suffer from mental health problems?

4. Compile a list to show the factors that can contribute to maintaining a healthy mental outlook.

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Feelings A feeling occurs when your body responds to something that is happening to you. We experience many different feelings and they can all have a big effect on us. Sometimes it might be difficult to work out why you may have a certain feeling, especially during puberty. You might feel irritated about something but you do not really know why. Always pay attention to your feelings because they can let you know what is good and bad for you.

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

1. Describe a situation where you have felt:

disappointed

secure

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Teac he r

anxious

stubborn

affectionate confused

© R. I .

C.Publ i cat i ons disgusted •f orr evi ew pur posesonl y• hopeful modest

m . u

overwhelmed

w ww

suspicious curious

. te

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2. Describe some of the emotions you felt yesterday and what caused them.

Emotion

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Feeling Sad It would be terrific if we could wake up every day and feel wonderful all the time? Sad feelings can happen pretty often, though, to all of us. When you are sad, it can feel like the whole world is a mean and unfriendly place. You might feel like crying or just shutting yourself away somewhere alone.

Feeling sad every now and then is quite natural.

There are lots of reasons why people feel sadness.

It is important to recognise when sad feelings last a long time, though, as this can lead to depression, which is a serious problem.

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

ew i ev Pr

Teac he r

1. Write some of the situations that can cause you to have sad feelings.

2. Describe an experience that has recently made you feel very sad.

© R. I .

C.Publ i cat i ons 4. Tick those that are true for you.

•f orr evi ew pur posesonl y• I am usually a happy person.

m . u

w ww

I experience feelings of sadness quite often.

How long did your feelings last?

. te

I can feel hopeless at times.

o c . che e r o t r s super

How did you cheer yourself up?

I spend a lot of time alone.

I only ever feel sad for a short time.

Having a good cry often makes me feel better.

Someone close to me is always sad.

3. I can always count on

I can always talk to someone when I am feeling sad.

to make me feel better because

I have little things I do that always cheer me up.

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Dealing with Anger Have you ever lost your temper? Did you yell and scream? Have you ever felt so mad you wanted to hit someone? Anger is a strong feeling that everyone experiences. It is important to understand the things that can trigger your anger and to be able to deal with angry feelings.

1. List three things that can make you angry. (i) (ii)

2. Describe what happens when you feel angry.

3. Compile a list of things you can do when you get angry.

ew i ev Pr

Teac he r

(iii)

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

© R. I .

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

w ww

m . u

4. Describe a recent situation that made you angry.

How did the situation end up?

What did you do when you felt angry?

. te

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How would you handle the same situation if it happened again?

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Feel Good about Yourself Those who have a good self-esteem: • feel confident and secure; • are motivated; • have a positive image of themselves; • are able to plan and achieve their goals; and • feel valued and loved.

Feeling good about yourself allows you to make healthy decisions and develop yourself into a welladjusted and happy person. Low self-esteem causes people to feel disappointed in themselves and restricts them from achieving all they are capable of.

1. How would you describe your character?

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

How would your parents describe your character?

ew i ev Pr

Teac he r

How would your best friend describe your character?

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

w ww

. te

m . u

How would your teacher describe your character?

o c . che e r o t r s super

2. What is your greatest achievement?

3. Describe two character traits you want to develop. (i) (ii) R.I.C. Publications

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Communication Communication is the sending and receiving of messages and can be either verbal or non-verbal.

Effective communication is an important skill that gives you the opportunity to share and listen.

Probably the easiest group of people you can communicate with is your peers. People your own age have similar interests and talking to them is often much easier than sharing things with adults.

It is important to learn good communication skills so you can deal with different groups of people.

1. How are your communication skills?

Always

Sometimes

Rarely

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

I am able to share my feelings with my friends.

I can talk about anything with my parents.

I listen carefully to what my friends say.

I consciously use non-verbal communication.

ew i ev Pr

Teac he r

I listen carefully to what my parents say.

2. Which people can you effectively communicate with about the following?

Concerns about puberty

© R. I .

C.Publ i cat i ons Problems with school work • f orr evi ew pur posesonl y•

Boyfriend/Girlfriend issues

Your favourite music

w ww

m . u

Clothes that suit you Bullies

Family problems or issues

. te

o c . che e r o t r s super

When you communicate with your friends, you may use different words or phrases that are unique to your group.

3. What are some of the barriers to successful communication with parents?

5. What are some of the words or sayings that are popular among your group of friends?

4. Suggest ways that these barriers can be overcome.

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Relationships Some people seem to make friends easily and always have a lot of people around them. For others, making friends can be a lot more difficult.

If you can develop positive qualities and feel good about yourself, forming relationships is much easier.

Developing good relationships with the different people you meet is an important part of maintaining a healthy lifestyle. Being able to form strong, caring and rewarding relationships with others is something you will value.

1 2

r o e t s Bo r e p ok u S 3 4 5 6 7 8 9

ew i ev Pr

Teac he r

1. Write in order the ten most important people that you have a good relationship with now. (Do not mention the person’s name, just the relationship you have with them. For example, mother, father, brother, friend, teacher.)

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesonl y• 10

2. Why do you have such a good relationship with the person at the top of your list?

w ww

m . u

3. What are the qualities people need, to ensure they develop positive relationships? trust

. te

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4. Describe one relationship that you would really like to improve. (Do not mention the person’s name, just your relationship, e.g. mother, father, friend, teacher.)

5. Make a list of the ways you could work towards improving this relationship.

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Decisions Good decision makers have confidence in themselves and are able to trust their own judgments. Using a plan when you are faced with an important decision can be helpful.

Making decisions is not always easy. There are usually consequences that can affect not only your own life, but often the lives of others as well. To make a decision you have to look at all the choices you have. The hardest thing is making the choice that is right for you.

Teac he r

A useful plan to follow is: (a) write the problem down; (b) collect any information you need; (c) look carefully at all the choices; (d) examine the consequences of each choice; and (e) make your decision.

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

4. I find making a decision difficult when …

ew i ev Pr

1. List the qualities that a good decision maker should have. self-confidence

2. Describe the kind of decision maker you are.

© R. I .

C.Publ i cat i ons 5. Write five of your recent decisions in •f orr evi ew pur p o se s onl y• order of importance.

2

w ww

3

. te

4

m . u

1

3. Who are the people who have some influence over your decisions?

o c . che e r o t r s super 5

6. Use the plan to make a decision on an issue that may affect you next year. An example may be which school you attend or what courses you study.

Issue

Choices

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Conflict Everyone encounters different forms of conflict throughout their lives. How well you cope with that conflict will determine whether the experience is positive or negative.

There are four main skills you can learn to use to help you in conflict situations. mediation compromise assertiveness

negotiation

1. Explain each of these methods in your own words.

Mediation Compromise

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

Negotiation

ew i ev Pr

Teac he r

Assertiveness

2. Describe a conflict situation you have been in with the following groups of people.

Parents Conflict

Resolution

How did you feel?

How did they feel?

© R. I .

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

Teacher

w ww

. te

Friend Conflict

R.I.C. Publications

Resolution

How did you feel?

How did they feel?

m . u

Conflict

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

How did you feel?

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How did they feel?

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Health

Being Assertive Could you please cooperate so we can get this project finished.

Standing up for your rights and learning how to respond assertively are important to developing your self-esteem.

Most people respond to different situations in one of three ways: aggressively; assertively; or submissively.

Obviously, the most positive reaction is to be assertive.

Write an assertive, aggressive and submissive response to each of the following.

Situation

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

Assertive response Aggressive response Submissive response

Teac he r

ew i ev Pr

You have organised to see a movie with a friend when she calls at the last minute to cancel.

Your teacher decides not to cast you in the lead role for an assembly item that you know you are perfect for.

© R. I .

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

Your parents refuse to let you stay over at your friend’s house.

. te

A friend shares your secret with someone else.

Your mum wants to make your graduation outfit but you have your heart set on something in a shop.

m . u

w ww

Your brother has borrowed money from you and will not return it.

o c . che e r o t r s super

A class member refuses to cooperate during a group project.

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Goals People who are successful are able to set themselves goals and find ways to achieve those goals.

When you do not set yourself goals, your life can feel a bit aimless and without direction.

Setting goals is not difficult and all you really need is some discipline and focus to achieve them.

The satisfaction you feel is well worth the effort.

1. Tick whether these goals would be long-term or short-term goals. short term long term

r o e t s Bo r e p ok u S (a) To become fitter.

(b) To complete my assignment by Friday.

(d) To drink more water.

(e) To improve my vocabulary. (f) To become an engineer.

ew i ev Pr

Teac he r

(c) To speak nicely to my brother/sister.

2. Set yourself a long-term goal and a short-term goal in each of the following areas.

School short-term goal:

© R. I .

C.Publ i cat i ons long-term goal: •f orr evi ew pur posesonl y• Career short-term goal:

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long-term goal:

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Sport/Hobbies short-term goal:

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long-term goal:

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Relationships short-term goal: long-term goal:

Finances short-term goal: long-term goal:

3. How can setting and achieving goals improve your life?

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Health

Time Management Managing your time wisely is probably becoming more important to you as you get older. You may have more interests outside of school, spend more time with your friends and have more homework to do! Most people feel stressed when they can not find enough time to get everything done. If you can get into a routine and plan your time, you can usually get everything done that you need to.

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

1. Make a list of all the commitments you have in a regular week.

Day

Thursday

Commitment

Monday Tuesday

Saturday

Wednesday

Sunday

ew i ev Pr

Teac he r

Friday

2. Highlight any of the commitments above you seem to run out of time to complete.

3. How would you rate how busy your life is on a scale of 1 - 10, if 10 is ‘super-busy’?

allocate to homework each day?

your priorities.

w ww

Spending time with friends.

5. Do you always get all of your homework completed to an acceptable standard?

. te

m . u

4.

© R. I .

C.Publ i cat i ons 1 2 3 4 5 6 7 8 9 10 •f orr evi ew pur p o s e s o n l y • On average, how much time do you 7. Scale the following from 1 – 10 to show Chores at home.

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

6. What things do you never seem to get time to do?

Spending time with family.

Watching television.

Playing sport.

Going to the movies/shopping.

Visiting relatives.

Why?

Relaxing on my own.

Hobbies.

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Health

Taking Risks Remember back to Year 1 when you could not really read or write. When you were presented with the opportunity to read or write something, you probably ‘had a go’. You may not have known exactly what you were doing, but you still tried anyway. As we get older, taking risks and ‘having a go’ become a little more difficult for some people.

Those people with a healthy self-esteem often find it easier to take risks and move out of their ‘comfort zones’. This means they are able to experience new things without worrying about what may happen if they are not successful. Many people are reluctant to try new things and push themselves a little further to see what they are capable of achieving.

1. Give some reasons to explain why you may be reluctant to take risks.

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

I am reluctant to try …

Consequences if I succeeded:

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Teac he r

Consequences if I failed:

© R. I .

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

2. What is the best possible outcome that can happen?

w ww

Of course, some risks are dangerous and some are just plain stupid! Contemplating any such risks requires you to think long and hard about the consequences. Can you harm yourself or cause someone else grief? Will your actions break the law?

. te

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Risks I would love to take ... one day!

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m . u

3. What is the worst possible outcome that can happen?

Risks I would never bother with!

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How Do You Feel? y n

20. I love to have a new challenge.

y n

2. I am pleased with the results I get.

y n

21. I often want things my own way.

y n

3. I get on well with my classmates.

y n

22. I wish I were different.

y n

4. I feel confident with the work we do.

y n

23. People respect me.

y n

5. I am a responsible class member.

24. My friends appreciate my ideas.

y n

6. I manage to get my homework done.

25. I like being the person I am.

y n

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

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Teac he r

1. I have enjoyed school this year.

7. I am an important person.

y n

26. I lead a well-balanced lifestyle.

y n

8. I set myself high standards.

y n

27. I can be easily influenced by my peers.

y n

9. I can concentrate easily on my work.

y n

28. I never seem to have time to finish everything.

y n

© R. I .

C. Publ i ca i oton sgoals amt able set y n 29. Iand achieve them.

• f o r r e v i e w p u r p o s esonl y• I am proud of my school 30. I am a good

10. I worry when we have a test.

11.

y n

reports.

communicator.

y n

y n

31. I have a positive attitude to most things.

y n

13. I can handle most problems at school.

y n

32. I have some trouble handling conflict situations.

y n

. te

m . u

y n

w ww

12. I find it easy to learn something new.

o c . che y n e r o t r s s r u e p y n

14. I am involved in too many after-school activities.

y n

33. I work well with others.

y n

15. I have lots of good ideas.

34. I have healthy eating habits.

y n

16. It is hard for me to make new friends.

35. My appearance bothers me.

y n

17. I am a happy person.

y n

36. I have a great relationship with my parents.

y n

18. My parents expect a lot of me.

y n

37. I am confident I can always do my best.

y n

19. I can get bored quite easily.

y n

38. I exercise on a regular basis.

y n

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Answers Females: breasts begin to get fuller; hips get rounder; waists get narrower; vulva and clitoris grow slightly; sticky white discharge; sweat more; hair grows under arms; hair grows round vulva; pimples; mood changes; growth spurts; voice deepens.

Naming Body Parts – page 6 Females: cervix, ovary, fallopian tubes, uterus, vagina, labia, hymen, anus, urethra, clitoris, bladder.

Males: testicles, scrotum, penis, urethra, seminal vesicle, bladder, prostate gland, vas deferens, glans, anus.

Personal Development – page 10

r o e t s Bo r e p ok u S 1.

4.

7.

10.

13.

16.

19.

Male Development – page 7 1.

bladder

urethra

seminal vesicle prostate gland vas deferens

2. (a) (c) (e) (g) (i)

true false true false true

(b) (d) (f) (h) (j)

(a) (c) (a) (c) (c) (b) (c)

3.

6.

9.

12.

15.

18.

(c) (b) (b) (b) (a) (b)

Skin Care – page 11

2. acne – oily skin, hormones, stress eczema – dry skin stretch marks – rapid growth spurts boils – infections at the base of hair follicles warts – viruses whiteheads – blockages in the sweat glands blackheads – dead skin cells, oily skin

glans

testis

scrotum

2.

5.

8.

11.

14.

17.

20.

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penis

(b) (b) (a) (a)/(b) (b) (b) (a)

false true false false true

© R. I .

C.Pub l i cat i ons Cigarettes – page 13 1. o short term – smelly •f orr evi ew pur p se s onhair, l ybad•breath, stained Female Development – page 8 teeth and fingers, less oxygen to the lungs long term – lung cancer, stroke, stomach ulcer, emphysema, throat cancer, heart disease, high blood pressure, dry wrinkled skin, infertility

fallopian tube

w ww ovary

2. (a) (c) (e) (g) (i)

false true true true false

uterus

cervix

. te (b) (d) (f) (h) (j)

vagina

Alcohol – page 14

3. (a) false; (b) false; (c) true; (d) true; (e) false; (f) true; (g) true; (h) true; (i) false; (j) true; (k) true

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

false true true false true

Mental Health – page 17

2. logizomechanophobia – computers claustrophobia – closed spaces acrophobia – heights noctiphobia – night dentophobia – dentists

Hormones – page 9 5. Males: testicles get bigger and hang lower; penises grow longer; facial hair grows; breasts become tender and increase in size; experience for frequent erections; sweat more; hair grows under arms; hair grows around penis; pimples; mood changes; growth spurts; sperm produced; voice deepens; wet dreams occur.

R.I.C. Publications

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