middle primary healthy bodies happy kids - readyed.net · page 2 healthy bodies, happy kids –...

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Written by Sandy Tasker. Illustrated by Terry Allen. © Ready-Ed Publications - 2003 2nd Edition published by Ready-Ed Publications (2004) PO Box 276 Greenwood Perth Western Australia 6024 Email: [email protected] Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution. ISBN 1 86397 533 0 Middle Primary Happy Kids Healthy Bodies E-Book Code: REAU-6006 Practical strategies aimed at re ducing the risk of obesity in Australian childr en.

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Written by Sandy Tasker. Illustrated by Terry Allen. © Ready-Ed Publications - 20032nd Edition published by Ready-Ed Publications (2004) PO Box 276 Greenwood Perth Western Australia 6024

Email: [email protected] Website: www.readyed.com.au

COPYRIGHT NOTICEPermission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes.However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 533 0

Middle Primary

Happy KidsHealthy Bodies

E-Book Code:REAU-6006

Practical strategiesaimed at reducing therisk of obesity inAustralian children.

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2

PurposeThis series has been created for implementation in the classroom as part of the Heath and Physical Educationlearning area in Australian schools for students aged 5 - 13.Recent ongoing publicity has reflected Australian society’s concern with obesity, as well as related healthproblems such as diabetes and cardiovascular disease. Statistics in the Resource Book of this series willillustrate that unhealthy lifestyle choices in childhood are linked to serious health problems later in life, ifthese habits remain unaddressed. Obesity and associated diseases have a widespread effect on thecommunity, draining public health resources as a result of behaviour and choices that can be modifiedduring childhood.There is a pressing need to intervene at an early age and to cover ALL of the areas that are linked to thelifestyle choices that can be made, including:

• Promoting healthy habits such as a nutritious, balanced diet and regular exercise.

• Developing a positive self–image so that children are able to respect their own bodies and feelmotivated to look after themselves.

• Raising the awareness of the ways in which modern society influences choices through advertising,particularly about the availability of unhealthy convenience foods.

• Encouraging students to choose physical activity over sedentary alternatives such as television andcomputer games.

The challenge lies in the need to not only equip students with the information necessary to make healthychoices, but to provide the opportunities and resources for them to experience and practise these skills onan ongoing basis, in their real environments.

The Healthy Bodies, Happy Kids Websitewwwwwwwwwwwwwww.readyed.com.au/healthy.readyed.com.au/healthy.readyed.com.au/healthy.readyed.com.au/healthy.readyed.com.au/healthy

In conjunction with this series, Ready-Ed Publications is pleased to launch the Healthy Bodies,Healthy Bodies,Healthy Bodies,Healthy Bodies,Healthy Bodies,Happy Kids websiteHappy Kids websiteHappy Kids websiteHappy Kids websiteHappy Kids website.The site is designed to provide students with a forum for submitting ideas about healthy eating andexercise as well as allowing them to post their own healthy recipes. Students and/or classes are ableto register their details, which will help to create a list of schools that are interested in swappinginformation. This site will appeal to students in all year levels.Students and classes are also able to submit their own individual work to be published online. Pleasenote that all work is thoroughly checked by Ready-Ed Publications before it appears online and thatsurnames will be omitted on request to protect privacy.

Features of the site include:Features of the site include:Features of the site include:Features of the site include:Features of the site include:

• Food Facts: contains information about the food groups, nutrients, taste sensations,recipes and fun food links;

• Tips on exercise and staying healthy;

• A research page that provides a springboard for links to topics such as diabetes, cholesterol,heart disease and much more;

• Teachers WWW links;

• Student WWW links for food and exercise sites.

The aim of the site is to encourage communication and to display students’ own ideas, so be sure tocheck out the site! To submit work or send feedback, please use the forms on the site or email directlyto [email protected]@[email protected]@[email protected]

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3

Information on the SeriesPurpose 2Information about the “Healthy Bodies, Happy Kids” Website 2Books In The Series 4Links to State Curriculum Documents 5States’ Curriculum Strands Grid 6

Student ActivitiesMeet The Mascots (Introduction) 7Teachers’ Notes: Healthy Eating: Activities 1 - 7 9Student Information Page: Nutrients 11Activity 1a: Canteen Blitz 12Activity 1b: Canteen Blitz 13Activity 2: Alien “All You Can Eat” 14Activity 3: Why Did I Eat That Chocolate Bar? 15Activity 4a: “Did You Know?” Food Science 16Activity 4b: “Did You Know?” Food Science 17Activity 5: Fresh or Frozen? 18Activity 6: Burger Flick Book 19Activity 7: Diet Report - Take Home Sheet 20Teachers’ Notes: Body Systems: Activities 8 - 10 21Student Information Page: Cardiovascular System Diagram 23Activity 8: Our Body - The Ultimate Spacecraft 24Activity 9: Hands On Gizzards 25Activity 10: Heart Starters 28Teachers’ Notes: Exercise: Activities 11 - 16 29Student Information Page: Road Safety and Exercise 31Activity 11: Exercise Beyond Sport 32Activity 12: Cyber Fit 33Activity 13: Intergalactic Obstacle Course 34Activity 14: Pedal Power 36Activity 15: Healthy Measurements 37Activity 16: Fitness Tips - Take Home Sheet 38Teachers’ Notes: Self-Esteem - Activities 17 - 20 39Activity 17: The Solar System to Health 40Activity 18: Give Yourself A Hand 41Activity 19: All The Same Is Just Too Tame! 42Activity 20: Self Esteem Buddy - Take Home Sheet 43Teachers’ Notes: The Media: Activities 21 - 26 44Student Information Page: Advertising Tricks 45Activity 21: Crime Interview 46Activity 22: Label Wars 47Activity 23: Create A Label 48Activity 24: Missing! - 1 49Activity 24: Missing! - 2 50Activity 25: Slothy Screen Turnoff Week - Take Home Sheet 51

Contents

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4

Books In The Series

This health series will provide comprehensive, up-to-date information, a range of ideas that support a“whole school” approach to health promotion, specific activity suggestions and “hands-on” investigationsin the following components of the series:

Teachers’ Resource BookFactual and statistical information on:diet - requirements, recent food trends, labelling requirements, allergies and deficiencies;body systems - digestion, cardiovascular responses, health problems;exercise - benefits, programming, variety and alternatives in exercise for students;self-esteem - peer pressure, mental illnesses, eating habits, body, facilitating positive perceptions;media - guidelines, viewing strategies, analysis, use of positive media exposure.

Indoor and outdoor games with a “health” theme.

Curriculum integration ideas.

A list of songs, poems and references for stories that promote health.

Whole-school projects and parent involvement.

Canteens - ideas on how to work with the school canteen to encourage healthy food choices.

References for healthy meals and snacks.

Websites, addresses and contact details of nationwide health organizations.

Student Activity BooksAdopting an integrated approach, activity ideas provided will draw on and cultivate skills in language,numeracy, science, society and environment and the arts. The focus of the workbooks will be practicallearning experiences using resources from students’ existing surroundings.

Books will:

Comprise Junior (Years 1 - 3), Middle (Years 4 - 5), Upper (Years 6 - 7) books.

Be theme-based books with age-appropriate mascot characters that enhance visual appeal andstudent motivation.

Contain sections on:- Diet;- Body systems related to diet and exercise;- Exercise and leisure for fitness;- Self-esteem for a positive body image and a constructive attitude towards self-management in

health;- Media analysis - recognition of marketing techniques and how to avoid them.

Incorporate practical, inquiry-style activities based around relevant, real-life situations and using easilyobtained resources such as junk mail and the newspaper.

Include “Take Home” activity sheets that can be used as homework and as a means of elicitingparental support and awareness of health issues.

Provide Internet links that are “student-friendly”.

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE5

Curriculum Links

The BLM Activity Books have been linked to Strands from various state curriculum documentsas indicated below.

1. Health and Physical Education - a curriculum profile for Australian1. Health and Physical Education - a curriculum profile for Australian1. Health and Physical Education - a curriculum profile for Australian1. Health and Physical Education - a curriculum profile for Australian1. Health and Physical Education - a curriculum profile for Australianschools.schools.schools.schools.schools.

The Health and PE curriculum profile is published by:Curriculum Corporation, PO Box 177, Carlton South, Victoria, 3053

www.curriculum.edu.au (Document is © Curriculum Corporation, 1994)

2. P2. P2. P2. P2. Personal Development, Health and Physical Education K - 6ersonal Development, Health and Physical Education K - 6ersonal Development, Health and Physical Education K - 6ersonal Development, Health and Physical Education K - 6ersonal Development, Health and Physical Education K - 6(ISBN 0 7313 4241 0).(ISBN 0 7313 4241 0).(ISBN 0 7313 4241 0).(ISBN 0 7313 4241 0).(ISBN 0 7313 4241 0).

PDHPE is one of the six key learning areas in the NSW curriculum and the Syllabus ispublished by the Board of Studies NSW, GPO Box 5300, Sydney, 2001( www.boardofstudies.nsw.edu.au)

3. Health and Physical Education - Y3. Health and Physical Education - Y3. Health and Physical Education - Y3. Health and Physical Education - Y3. Health and Physical Education - Years 1 to 10 Syllabusears 1 to 10 Syllabusears 1 to 10 Syllabusears 1 to 10 Syllabusears 1 to 10 Syllabus(ISBN 0 7242 8236 X).(ISBN 0 7242 8236 X).(ISBN 0 7242 8236 X).(ISBN 0 7242 8236 X).(ISBN 0 7242 8236 X).

The syllabus is published by:Queensland School Curriculum Council, PO Box 317, Albert St, Brisbane, Queensland, 4002

(The Syllabus Document is © The State of Queensland 1999)

4. Curriculum and Standards F4. Curriculum and Standards F4. Curriculum and Standards F4. Curriculum and Standards F4. Curriculum and Standards Framework IIramework IIramework IIramework IIramework II(ISBN 1 74010 045 X).(ISBN 1 74010 045 X).(ISBN 1 74010 045 X).(ISBN 1 74010 045 X).(ISBN 1 74010 045 X).

The Draft Framework book is published by:Victorian Board of Studies, 15 Pelham Street, Carlton, Victoria, 3053

(Document is © Board of Studies 1999)

5. Health and Physical Education - Student Outcome Statements5. Health and Physical Education - Student Outcome Statements5. Health and Physical Education - Student Outcome Statements5. Health and Physical Education - Student Outcome Statements5. Health and Physical Education - Student Outcome Statements(ISBN 0 7309 8668 3).(ISBN 0 7309 8668 3).(ISBN 0 7309 8668 3).(ISBN 0 7309 8668 3).(ISBN 0 7309 8668 3).

The Health and PE Outcomes and Standards Framework book is published by theDepartment of Education of Western Australia, Royal Street, East Perth, WA, 6000

www.eddept.wa.edu.au/centoff/outcomes/

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE6

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NSW

1.

Canteen B

litz

2.

Alien ‘A

ll YouC

an Eat’3

.W

hy Did I Eat

That Chocolate?

4.

“Did You K

now?”

5.

Fresh or Frozen

6.

Burger Flick B

ook

7.

Diet R

eport

8.

Ultim

ate Spacecraft

9.

Hands O

n Gizzards

10

.Heart Starters

11

.Exercise Beyond

Sport

12

.Cyber-Fit

13

.IntergalacticO

bstacle

14

.Pedal Power

15

.Healthy

Measurem

ents

16

.Fitness Tips

17

.Solar System to

Health

18

.Give Yourself A

Hand

19

.All the Sam

e ...

20

.Self-Esteem B

uddy

21

.Crim

e Interview

22

.Label Wars

23

.Create a Label

24

.Missing

25

.Slothy ScreenTurn-O

ff

People &Food

Health OfIndividuals& Population

PhysicalActivity &TheCommunity

HumanDevelopment

Safety

HumanRelations

Concepts ForA HealthyLifestyle

Self-ManagementSkills

Inter-PersonalSkills

PromotingThe HealthOf Indiv. &CommunitiesDevelopingConcepts &Skills ForPhysical Act.

EnhancingPersonalDevelopment

Growth &Development

Inter-personalRelationships

PersonalHealthChoices

Safe Living

ActiveLifestyle

Health OfIndividuals &Populations

Self &Relationships

Stra

nd

s

Activities

MID

DLE

National

WA

QLD

VIC

States’ Curriculum Strands Grid

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE7

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Intr

od

uctio

n

Meet theMascots

A long time ago in a faraway galaxy, a group ofstranded aliens stumbled across a beautifulblue planet. The creatures on this planet calledit “Earth”. In next to no time, the aliens beganto realise that they shared some of the healthyhabits of these earthlings.

Colour in these new friends and read their stories:

MilketteMilkette only has one kindof animal on her planet –the cow! Cows are veryspecial to Milkette and herfriends and they look afterthem very carefully so thatthey can provide milk thatcan be made into dairyfoods, like cheese andyoghurt. Because of all thedairy foods that Milketteeats, her bones and teethare strong and healthy. Doyou know the specialnutrient in milk that keepsour bones strong?

Ca ______________

VitaVegVitaVeg comes from theplanet Salad. Saladiansnever get sick becausethey get lots of vitaminsand minerals from thefruit and vegetables thatthey eat. When VitaVegcame to Earth, she wasvery pleased to see thatthere was also food forher here.

Write some fruits thatshe might enjoy:

__________________

__________________

__________________

__________________

GrainozGrainoz is from the planetCarbo. On Carbo, thereare many crops that growand produce their food,such as wheat and rice.Carbolings eat manythings made from thesecrops, like bread, cerealand pasta.

What else do you thinkCarbolings eat?

__________________

__________________

__________________

__________________

__________________

Student Information Page

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE8

Now that you have met the characters, see if you can writethe groups in the right place:

OilyanOilyan comes from a smaller planetcalled Greaseland where he tries veryhard to stay healthy. The only food onGreaseland is full of fat, oil or sugar, likechips, chocolate and pastries. Oilyanknows that a little bit of these foods isneeded in the body, but too much cancause many health problems. Luckily,Oilyan’s new friends can help him to eata more balanced diet.

ProtinaProtina enjoys the main foods on hisplanet Meatox, which include steak,chicken, fish, mince and eggs. Protinagets so much energy from the meatthat he eats that he usually only needsto eat it once a day. Write down a mealcontaining meat or protein that youmight serve to Protina on Earth.

Grains Fruit and Vegetables Dairy

Meat and Protein Fats and OilsEat Most:

G ______________________

F ______________________ and V _____________________________

Eat Some:

D ______________________

M______________________ and P______________________________

Eat a Little:

F ______________________ and O _____________________

Student Information Page

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE9

Teachers’ Notes

Healthy EatingActivities 1-7

UnderstandingsBy completing activities in this section, students will develop the understanding that:

There is a range of food choices available from canteens, restaurants and supermarkets. The key isto recognise and select the healthiest foods that are also preferred by the customer.

People eat foods for many other reasons than hunger. It is important to identify the reason behindeating, as there may be alternative responses available.

Categorising healthy foods such as plants (fruit, vegetables and grains) may help to encourage avaried, balanced diet.

Fresh foods are often cheaper, more attractive, healthier and tastier than frozen or processed foods.

A person’s diet will not be all good or all bad. The key is to tip the balance with more “healthy” foodsand moderation of “unhealthy” foods.

Resource Book Reference PageFurther information can be found in the Teachers’ Resource Book on the following pages:

Nutrients and Their Role: P 10

Labelling Requirements: P 13

Suggested Flow of ActivitiesIntroduce the five food groups via the alien characters. Brainstorm examples of each group on theboard. Ensure students have a sound understanding that as long as foods containing fats, oils andsugars are only consumed in small amounts, they are acceptable as part of a healthy diet.

Liase closely with the canteen staff prior to carrying out Activity 1. Confirm that they are happy tohave students analyse the menu and offer suggestions. Discuss the healthy choices that are availableand ask canteen staff to promote these.

Collect and display a range of print media such as posters, restaurant menus, empty food boxes andjunk mail around the classroom to familiarise students with issues on packaging, labelling andadvertising. Encourage students to bring in examples.

Make sure you have parents “on side”. A short parent meeting will outline the content of this unit andreassure parents that you are not judging their habits, simply encouraging students to take ananalytical stance on the choices available at home.

Try to make lessons on food as “hands on” as possible. Providing students with opportunities toexperience healthy foods with all of their senses will increase their likelihood of wanting to choosethese foods as part of their daily diet.

Materials Required for ActivitiesActivity 1: Photocopy of school canteen menus for each student.

Activity 2: International restaurant leaflets or menus.

Activity 4: A range of fresh fruit and vegetables or large posters.Index cards for students to design their information cards on.

Activity 5: Supermarket flyers (food only).

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 0

Classroom Activities for “Healthy Eating” cont.Newsletter snacks: Ask students to collect healthy snack recipes that are family favourites and bringthem to school. Students can re-write them on the computer and a class booklet can be created withcontributions from each family. The newsletters can be sent home so that the healthy ideas areshared and used.

Photocopy parts of food labels, or as a real challenge, nutritional panels and ingredients lists, onto ablank sheet. Write the foods that they have come from on the board and students, in small groupshave to guess which foods belong to which label, list or panel. Winners can choose a healthy snacksuch as fruit rollups.

Salad party: After consulting parents in advance, ask students to each bring in a different “plant part”after doing Activity 4. Students can then wash and carefully chop their plant and contribute these to asalad bowl. The result should be a variety of tasty salads that can be shared.

Buy some white plastic disposable aprons. Students can work in groups to design aprons with healthyfood messages, pictures of healthy snacks, and hints to maintain good cooking hygiene. Individualswho are carrying out steps in cooking lessons can then use these.

Internet Links for Studentswww.dole5aday.com is a colourful and informative site promoting fruit and vegetable consumption with

activities for students and information for teachers.

www.cyh.com provides some great ideas for healthy snacks and lunches.

Answers for Activity SheetsActivity 2: Answers may include:Italy: spaghetti, lasagne, pizza, pasta, cannelloni;France: baguette, cheese, croissants, French dressing, snails;USA: hamburgers, hot dogs, doughnuts, milkshakes;China: prawn crackers, sweet & sour, noodles, fried rice;Japan: sushi, sashimi, teriyaki;Australia: barbecue, meat pie, Vegemite sandwich.

Activity 4: Potato - roots; celery - stalk; peas - seeds; cabbage - leaves; banana - fruit; strawberry - fruit.

Some Suggested Classroom Activitiesfor the “Healthy Eating” Section

Conduct a “lunchbox audit” where students look at the contents of their own lunchbox (for privacyand hygiene) and categorise the foods into “healthy”, “average” and “not healthy in large amounts”.

Using the empty boxes of snack foods of approximately the same weight, guess, and then placethe foods in order of “most fat to least fat” (using information on nutritional panels). If foods aredifferent weights, use the “fat per 100g” column.

For a fun lesson that focuses on increasing sensory experiences with a variety of foods, distribute avariety of unusual fruits, vegetables and other healthy snacks and allow students to touch, smell, tasteand guess foods. Check allergies first and make sure students wash their hands.

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 1

NutrientsNutrients are found in all types of foods. They are the parts of foods that keep youhealthy and your body working well. There are six types of nutrients – proteins,carbohydrates, minerals, vitamins, fats, and water.

Protein looks after your body by building and fixing parts, as they need to grow. Italso helps in carrying oxygen around your body. Protein makes antibodies – cellsthat fight off disease. Protein is found in meat, fish, eggs, dairy foods, beans andnuts.

Carbohydrates supply energy to your body. There are two different types ofcarbohydrates – sugars and starches. Sugars can be found in many fruits, as well asin high-fat foods such as chocolate. Sugars provide a fast energy boost. Starchestake longer to be digested, so they give you energy over a longer time. They arefound in bread, cereals, pasta and vegetables.

Minerals are found in small amounts in a wide range of foods, from meat to fruit todairy products. Calcium is a bone-building mineral that children and teenagers needplenty of. The bones you are building during these years have to last for the rest ofyour life, so if you don’t have enough calcium now you could end up with boneproblems when you are an adult. Calcium can be found in dairy foods, green leafyvegetables and some tinned fish.

Vitamins help us grow and develop, help blood clot when you get a cut, help tomake energy, and help us to recover from illnesses. Vitamins are also found in manyfoods, especially fruits, vegetables and dairy products.

Fats are actually a form of energy that is stored in the body. Our bodies need somefats to work properly – they give our body energy. Fats are also helpful in movingvitamins around the body. Too many fats, though, are a cause of health problems soyou should only have a little bit each day. The fats we need are usually supplied bythe foods we eat every day, such as meat, milk, cheese, fish, and some plants.Foods such as fast food, chocolate and cake supply a lot of fats – too much for ahealthy diet – but are fine when eaten every now and again.

Water is the most importantnutrient of all; without water, youcould not survive more than a fewdays. Water is the main ingredientin the fluids of your body’s blood. Itis used in sweat, to keep your bodycool. Your body loses lots of water aday – more if you are exercising or ifit is hot, so you should also drinkbetween 6 to 8 glasses of water aday to keep things runningsmoothly.

Student Information Page

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 2

Draw a ☺☺☺☺☺ next to the foods that you think are healthy choices and a nextto foods that are less healthy.

What food do you think is the healthiest food on the canteen menu?

Why did you choose this food?

Choose 3 healthy foods on the canteen menu that you would eat.

Imagine that you are head chef at the school canteen for a day. Invent afantastic snack or lunch idea that is tasty and healthy. Try to include two ormore food groups, especially grains, fruit and vegetables. The less fat andsugar, the better!

Draw and label your creation to show all of the ingredients.Think of a

catchy namefor your

invention.

•Fats•Fruit & Veg•Grains •Meat•Dairy

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Ac

tivity Canteen

Blitz1aYour teacher will be providing you with acopy of the school canteen menu. Yourmission is to judge the canteen foodsand report your findings back to base.

Use the symbols below to place next to each food on your canteen’s menu. Youcan use more than one symbol for each food.

Challenge: Super students who finish all their work can writea letter to the canteen telling them how they “rated”. Include aneat copy of the new food invention, suggesting it for the menu.

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 3

My Healthy Food CreationName of Food:

Created by:

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Ac

tivity Canteen

Blitz1bMake a poster showing yourhealthy food creation. You couldinclude a slogan or mascot tohelp advertise your food.

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 4

How much does your class know about international foods? Surveyyour classmates to find out some foods from these countries:

Write any others here:

Country: Food:

______________________ ______________________________

______________________ ______________________________

Why do you think we have so many restaurants with foodsfrom other countries?

Draw your favourite food from another country here:

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Ac

tivity Alien ‘All

You Can Eat’2When the alien mascots arrived on Earth,they decided to go to an InternationalFood Hall so that they could samplefoods from all over our world.

France

Italy

USA (America)

China

Japan

Australia/NZ

Is this a healthy food? Explain your answer:

______________________________________

______________________________________

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 5

Colour in the fridgemagnets that showreasons why you haveeaten in the last week.

Which of these do youthink are good reasonsto eat?

______________

______________

______________

______________

______________

______________

3

Boredom

Eating withfriends.

Can’t stopeating.

Try somethingnew.

Saw it on TV.

Feeling sad.

Family meal. Like the taste.

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Ac

tivity Why Did I Eat

That ChocolateBar?

3Some people are attractedto the fridge like a magnet.There are many reasonswhy people eat apart fromjust being hungry.

Challenge: If someone wanted to eat because they felt sad,what could they do instead? ______________________________

Choose one that is not a good reason to eat and explain whythis could be a problem:

Reason for eating:

Is not a good reason because:

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 6

Did you know that some seeds are alsoknown as grains, such as rice and wheat?

Have a guess!What part of the plant do you think these fruits and vegetables are?

Potato: _______________ Celery: _______________

Banana: ______________ Peas: ________________

Cabbage: _____________ Strawberry: ___________

Fruit (the part of theplant that has been

fertilised. They are usuallyround or long in shape and have

seeds on or in them): apples,oranges, tomato.

Leaves (the part ofthe plant that takes in

sunlight and makes thefood for the plant, giving

off oxygen): lettuce,spinach.

Stalk (the partof the plant that

supports the leavesand carries water andnutrients to the whole

plant): asparagus,rhubarb.

Roots andbulbs (the partthat is found

beneath the groundthat keeps the plant in

place and absorbsnutrients and waterfrom the ground):

carrot, radish,onion.

Seeds (thepart of the

plant that can beplanted to grow

into a new plant):peas, beans,

sunflowerseeds.

Flower (makethe seeds for the

plant to reproduce -growing more

plants): broccoli,cauliflower.

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Ac

tivity “Did You

Know?”Food Science

4a

Did you know that the fruit andvegetables you eat come fromdifferent parts of the plant? Here aresome examples of where some comefrom. Match them to the picture.

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 7

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Ac

tivity “Did You

Know?”Food Science

4b

Imagine that aliens recently visited Earthand found some fruit and vegetables in afridge. Not being sure what these objectsare, they make up a special card with adescription on one side and a picture onthe other side.

Here is an example: Choose your own fruit orvegetable to make analien fact card. Inventsome guessing gamesthat you can play bysharing the descriptionsin small groups. Turn thecards over to see thepicture for the answer.

• Round in shape

• Green or red in colour

• Crunchy, sweet and juicy

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 8

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Ac

tivity Fresh or

Frozen5

Your teacher will give you a supermarket leaflet.Your job is to find some foods to make up a mealfor a family of four. Some students will choosehealthy foods, others will choose unhealthyfoods. Try to choose things that are already in abag or packet for about four people, so youdon’t have trouble working out the cost.

I will be making a healthy / unhealthy meal. (Circle one.)

Write down the foodsthat you choose, andrecord the price as well.

FFFFFoodoodoodoodood P P P P Pricericericericerice

____________________ $ _____

____________________ $ _____

____________________ $ _____

____________________ $ _____

____________________ $ _____

Add up the prices to get a total cost:

$$$$$ __________________________________________________

Tick the food groups thatyou have in your meal. Put acircle around the one youhave the most of.

What might be result if you always chose this kind of meal?

Now, discuss with your class what you found and circle the answers:

Which meals contained the most food groups? Healthy Unhealthy

Which meals cost the most? Healthy Unhealthy

Which meals were the easiest to find? Healthy Unhealthy

After looking at some of the meals that yourfriends made up, which meal would you choose? Healthy Unhealthy

•Fats •Fruit &Veg

•Meat

•Grains

•Dairy

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE1 9

PPPPPerhaps you can try some of these exciting fillings: grated carrot, low-fat cheeseslices, veggie patty, beetroot slices, pineapple ring, corn fritter, fish fillet, egg slices,cucumber, gherkin, corn relish, tomato salsa, shredded cabbage, baked beans.What else can you think of?

Ac

tivity

BurgerFlickBook6

Use this page as the front of a book. Cut out around the darkoutline. Cut out three pages the same size and place behindthe book, stapling where shown. Cut along the dotted lines.Starting with the front page, draw some interesting, healthyburger fillings in each panel. By the end, you should have aflick book that will give you many different combinations offillings as you fold over different panels.

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 0

A Excellent: healthy food, such as fresh fruit and vegetables,salads, grains such as bread and rice, lean meat and dairyproducts such as milk and yoghurt.

B Average: foods that are okay in small amounts, such as fattymeats, foods with lots of cheese, nuts, salads with dips or dressings.

C Watch Out: foods that are very high in fats and sugars, and low invitamins, such as chips, lollies, chocolate, fried foods, pastries,and fatty fast foods

Challenge: Design a sticker for yourself. Think of acharacter or an animal and a short phrase, such as “Whata healthy muncher!” or “It’s not too scary to choose moredairy!” Draw your sticker onto the circle.

Now it’s time to circle your overall score: Mostly A’s Mostly B’s Mostly C’sWrite an overall comment to yourself about your diet for the evening:

Food Score Comment

Potato chips C Ate too many of these - made me thirsty!

Water A Stopped me from eating more chips.

Sandwich B Lots of salad but too much mayonnaise.

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Ac

tivity Diet

Report7For homework tonight, you will be scoringeverything that you eat. Try to be honest anddecide on the scores yourself. Remember toinclude snacks, drinks and desserts as well.Take Home Sheet

As an extra challenge you can write a comment about the foods that you ate.

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 1

Teachers’ Notes

Body SystemsActivities 8-10

Understandings

By completing activities in this section, students will develop the understanding that:

The digestive system is comprised of several parts that contribute to the breakdown of foods so thatthey can be used by the body. Looking after the digestive system will complement a healthy diet, andvice-versa.

The cardiovascular system is another system in the body that is influenced by our lifestyle and canreflect habits such as diet and exercise. Aerobic activity is one of the best ways to make appropriateuse of the energy that is consumed in food.

Resource Book Reference Pages

Further information can be found in the Teachers’ Resource Book on the following pages:

The Digestive System: P 17

The Cardiovascular System: P 18

Suggested Flow of Activities

Ensure that the focus of these lessons is not on retaining terminology and facts, but on understandingthe role that these systems play in overall health, and to recognise ways that these systems can belooked after.

Activity 9 will require a fair amount of setting up, but if students work slowly through these activitiesthey should be successful and a lot of fun.

Materials Required for Activities

Activity 9: Items required for each station: St 1: 2 crackers per student, wall clock in view of studentsor 4 stop watches; St. 2: tube of half-finished toothpaste with screw-top; St. 3: snap-lock sandwichbag with banana or peanut butter sandwich and a few ml of water in it; St. 4: 2 - 3 rolls measuringstreamers; St. 5: chopping board, 5 tomatoes, butter knives, roll of paper towel.

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 2

Activity 9: Station 1 - Students should chew for 15 - 50 chews and 15 - 30 seconds. At first thecracker should be dry and tasteless or salty, then later it will become soft and sweeter as the salivabreaks down the starch into sugars;Station 2 - Involuntary = your body does it without thinking. Small words from the word “oesophagus”include soap, hag, has, gas, pass, so, go, goes, pus, pose, hose;Station 3 - In the “stomach”, the food will look and feel soft and mushy. The taste in the mouth aftervomiting could be described as bitter, sour, burning or acidic;Station 4 - Other things as long as 5 metres could be a car, a shark, a boat, a bench, a room, a rowof desks. Carbohydrates - rice, Vitamins - orange, Protein - chicken, Minerals - spinach;Station 5 - The paper towel absorbs the liquid, leaving the solid tomato chunks.

Activity 10: Jumbled words are heart, lungs, exercise, pumping, blood, breathed. Aerobic activitiesinclude running, swimming, cycling, aerobics, football, netball, soccer, athletics, dancing. Studentsmay join a sports team for fitness, socialisation, enjoyment, competition, to be with siblings or friends.

Some Suggested Classroom Activitiesfor the “Body Systems” Section

Use technology materials to make digestive or cardiovascular systems, including tubes, containers,plastic bags, etc. Create a classroom display.

Some great simulations and hands-on learning experiences can be found at:http://student.biology.arizona.edu/sciconn/mcmush.html

Write a story on “The journey of a pizza” as it travels down the digestive tract, from the perspective ofthe pizza. Advanced students could research what is absorbed into the bloodstream at each point inthe digestive tract and relate this back to toppings on the pizza.

Dissolve a variety of small portions of food in diluted hydrochloric acid (stored in a safe place) topredict and observe the breakdown of different types of food.

Draw a maze or design a board game that represents the digestive tract. Create fun “chance cards”along the way, e.g. “You ate your food too fast and now you have indigestion. Lose a turn.”

Internet Links for Studentswww.kidshealth.org detailed, easy-to-understand description of body systems.

http://yucky.kids.discovery.com/ gives a fun description of the digestive system, and other body parts.

Activity 8:

Answers for Activity Sheets

Cyber Fibre(small intestines)

Out The End(anus)

Keep Up The Fluid(large intestine)

Choose The Right Fuel(mouth)

Stomach Of Steel(stomach)

Champion Chompers(teeth)

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 3

Cardiovascular System DiagramYour heart and lungs work together like a machine to provide all the parts of yourbody with oxygen breathed in by the lungs and carried around by the blood.This is the work that they do:

Heart - beats regularly to push healthy blood around the body;

Lungs - the place where oxygen is passed into the blood and carbon dioxide istaken to be breathed out of the body;

Trachea - the tube in the neck where air is breathed in and out;

Diaphragm - a big flat muscle in the chest that moves up and down to help usbreathe in and out;

Ribs - the bones that help to move the chest in and out and protect the heart andlungs.

Heart (underneath)Lungs

Trachea

Diaphragm

Ribs

Student Information Page

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 4

•Cyber FibreYour small intestines will thankyou for eating fibre, found in fruit,vegetables and grains. Fibre holdswater and keeps digestionrunning smoothly.

•Out The End!Waste leaves our body from theanus. Sometimes, we can eatfoods or catch a bug that makesour digestion work too fast, andwe get diarrhoea. Get somemedicine or visit your doctor if thislasts more than a few days.

•Keep Up The Fluids!In the large intestine, a largeamount of water is taken back intothe body, leaving a lump of solidwaste. Make sure that you drinkplenty of water to preventconstipation (difficulty in going tothe toilet) when too much water isreabsorbed because the bodyneeds it.

•Choose The Right FuelEating a diet with plenty of freshfoods and lots of variety will keepall of the body systems workingwell.

•Stomach Of Steel?Our stomachs are not made ofsteel. Eating too fast can causetrapped wind and a full feeling.

•Champion ChompersBrush your teeth twice a day - theyare really important in making surethe food you eat is small enoughfor the stomach.

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tivity Our Body -

The UltimateSpacecraft

8Just like the finest spaceships, ourbody needs continual fine-tuning tokeep us in good shape. We can beour own space mechanics byfollowing some simple advice.

Draw lines to match the fine-tuning tipsto the parts of our digestive system:

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 5

Use this picture toremind you of where inthe digestive systemyou are, as each groupwill be starting in adifferent part.

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tivity Hands on

Gizzards9This lesson will be very hands-on and lotsof fun. Make sure you read and follow theinstructions CAREFULLY so that you canreally see what goes on inside us.

oesophagus

stomach

small intestine

large intestine

anus

mouth

Station 1 - The Mouth

Take one cracker and eat it. Count your chews (be sensible – it’s nota race). How many times did you chew before you swallowed? ____

Eat another cracker and this time, use the clock to count how manyseconds you chew for. I chewed for _______ seconds.

Describe the feel and taste of the food ...

When you first bit into it ____________________________________

When it is ready to swallow__________________________________

Health Tip: Keep chewing your food until it is soft and liquid,like a thick shake. This way you have already done a lot of thedigestion in your own mouth!

This is where it all starts. When you chew, saliva entersthe mouth from a special pouch called a gland. Thesaliva works with the teeth and tongue to break the fooddown. Chemicals in the saliva begin to change parts ofthe food so that your body can use it.

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 6

Even though it sounds like the name of a prehistoric dinosaur, the oesophagus isthe name of the tube that food travels down to get to the stomach.

Allow each member in your group to have a go at gently squeezing thetoothpaste up and down the tube (keep the lid ON!). The oesophagus pushesfood down to the stomach in the same way.

This movement is involuntary. This means: (Circle the correct answer.)

a) It hurts.b) Your body does it without thinking.c) It takes a very long time.

Use the letters from OESOPHAGUS and see how many smaller words you can make.

Health Tip: Only swallow your food in small amounts, andtake some breaths in between.

In your stomach, food is moved around by muscles in the walls of your stomach.This movement, as well as some special juices in the stomach, make your foodeven smaller so that it can be changed into energy and used by the body.

Use your hands to act as the muscles in the stomachwall and move the food in the bag around.

Describe how the food looks and feels:

You might know how strong the juices in your stomach areif you have an awful taste in your mouth after you have been sick.

Write a word to describe this taste:

Health Tip: The sound you hear when your stomach ‘gurgles’ iscalled borborygmus. It is actually the sound of food passing throughthe many tubes in your digestive system and doesn’t always meanyou are hungry. Your brain is actually pretty good at deciding whenyou have had enough. If you feel full, it is time to stop eating.

Station 2 - The Oesophagus

Station 3 - The Stomach

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 7

The small intestine is actually pretty long! It is about 5 metres long in an adult,and yours might be getting close to this already. The job of the small intestine isto take all of the nutrients – healthy stuff like vitamins and minerals,carbohydrates and protein – to the body so that they can be used.

Use the streamers and the ruler and measure out a ‘small intestine’ foryourself that is 5 metres long. Stretch it out with a partner.

What can you think of that would be about this long?

Now use the streamer to figure out how it might all fit in your body. How doyou think it all fits in?

Health Tip: Eating a healthy, balanced diet will help to makesure that the small intestine can do its job properly.

Match the food to the nutrient below.

Carbohydrates ORANGE(Clue: Grain group)

Vitamins SPINACH(Clue: Fruit)

Protein RICE(Clue: Meat)

Minerals CHICKEN

The final section in the digestive system is the large intestine, which is thicker, notlonger, than the small intestine. In the large intestine, water is absorbed back intothe body for use, so that the waste comes out of the body quite dry.

One member in your group can cut up the sliced tomato into smaller pieces.Another member can place three sheets of paper towel over the top of thetomato pieces and gently press down.

What happens?

Health Tip: Some people have diseases that affect their digestivesystem. Anyone who is having problems when going to the toilet shouldvisit a doctor for advice.

Station 4 - The Small Intestine

Station 5 - The Large Intestine

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 8

Your traeh ________________ and your uglns ________________ work togetherto take oxygen to all parts of your body. Your body needs more oxygen duringsxeeircs ________________ because this is how energy is used to keep all yourmuscles working.

The air that you breathe in contains a lot of gnoeyx _______________. This airtravels down a tube from your mouth called the trachea, and _____________ into2 branches called the bronchi, which lead to the lungs.

In the lungs, the oxygen moves into the blood. This blood travels to your heart.The heart has the special job of nugimpp ________________ the lodob_______________ around the body. The heart is strong, and will only ever stopbeating if something is very wrong. Imagine that you are squeezing all of the waterout of a big sponge. That’s similar to how the heart pumps the blood.

When the body has used all the oxygen in the blood, the “old” blood returns to thelungs. There is something in this old blood called carbon dioxide. This carbondioxide is moved back into the lungs and then earhdtbe ________________ outof the body.

Write down three reasons why it is a good idea to join a local sport club.

1.

2.

3.

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tivity Heart

Starters10Some of the sentences below look likethey have some strange alien words inthem. Use these words to un-jumble thewords in the paragraph below.

breathed exercise lungs oxygen blood heart pumping

It is important to do a lot of exercise so that the heart and the lungs stay strong and healthy.The more exercise we do that makes our breathing and heart faster (called aerobic activity),the healthier we will be, and the easier it will get. Talk with your partner and draw threetypes of exercise and sport that you think might be good for your heart.

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE2 9

Teachers’ Notes

ExerciseActivities 11-16

UnderstandingsBy completing activities in this section, students will develop the understanding that:

Physical activity can be carried out in many ways, and there are plenty of enjoyable alternatives to sport.

The influence of television and the computer has reduced the opportunities that students have toexercise. There are solutions, as long as students and their parents are willing to seek a balance inview of their health.

Creative skills can be used to use sports equipment in a variety of ways to increase fitness.

Appropriate bicycle safety can increase opportunities to cycle in the community. This is a simple andfun way to increase fitness.

It is important to self-monitor health habits such as exercise, water intake and rest, so thatadjustments can be made if any are lacking.

Family and community members enjoy a variety of physical activities that help them to maintainfitness and health.

Resource Book Reference PagesFurther information can be found in the Teachers’ Resource Book on the following pages:

Why Exercise?: P 19

Types of Exercise: P 19

Sport Solutions and Alternatives: P 20

How Do I Programme?: P 21

Active Games with a Health Theme: P 21

Suggested Flow of ActivitiesIntegrate lessons with fitness or physical education lessons. Liaise with the physical educationspecialist so that they reinforce the understandings in this unit.

Draw students’ attention to the way that they are able to concentrate better after quick breaks forstretching or walking to the water fountain.

Collaborate with a buddy class to share student’s ideas for obstacle courses.

Materials Required for ActivitiesActivity 13: As many different pieces of sport equipment as possible: basketballs, tennis balls,footballs, plastic bats, racquets, markers, skipping ropes, hoops, batons, quoits, beanbags, foam balls,simple stilts, balance beams, monkey bars, mats.

Activity 14: Posters and print media to stimulate awareness of bicycle safety.

Activity 15: Calculators, water bottles, cups and measuring jugs to illustrate water amounts.

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 0

Answers for Activity SheetsActivity 11: Games in playground – ball games, hoop, skipping, chasey, climbing. Chores –sweeping, making bed, washing car, vacuuming, gardening. Leisure – walking the dog, bike/bicycle.

Activity 12: Ideas include limiting time on the computer or only having certain days to play,alternating screen and sport activities, using computers as an incentive to join in sport activities,choosing only computer or TV each night, saving the computer for rainy days only.

Activity 14: Wear – bright, comfortable clothing, flat, closed shoes, e.g. sneakers, sunscreen, hat,helmet; Bike – light, bell, reflectors, appropriate height, carry basket, brakes and chains in goodworking order, bright flag; Paths – continuous, flat, lean rails, well marked and signed, wellmaintained, well lit.

Activity 15: Students should be engaged in physical activity for at least 30 min – 1 hour each day.Any more than this is very good. 8 – 10 glasses of water should be consumed each day (2000 –2500ml). Students should be getting at least 9 hours of sleep each night.

Some Suggested Classroom Activitiesfor the “Exercise” Section

Students can play “Leisure Bingo” where class brainstorms common activities and writes them on alarge grid (one activity per square), then circulates the classroom, asking peers to sign the square ifthey play, or have played that sport or leisure activity.

Discuss the pulse – what it is and how it increases with exercise. Find pulse and measure before andafter physical activity. Find out how long it takes to return to normal (resting pulse). The fitter theperson, the faster it takes to return to normal.

Students can work in small groups to contact local sport and leisure clubs by telephone or letter andask for information to be sent to the class for display.

Classroom Activities for “Exercise”, cont.Paint a giant TV screen and pin up on a wall. Students can then draw pictures of any exercise thatthey can do whilst watching television, such as stretches, hula hoop, aerobics, exercise bike, treadmill,weights, etc.

Use technology materials to design play equipment that helps to promote exercise. Display as awhole class “playground”, complete with written tips on how to use the equipment safely.

Use the library or the Internet to find out about outdoor games played in other countries. If the rulesand equipment are available, class can play games during fitness.

Buddy up with a class of the same age from another school. Students can write the rules for a fitnessgame that they know, along with a short letter about themselves and how they like to stay healthy.This allows students to share motivation, increase their bank of known games and practise skills inletter and procedure writing.

Internet Links for Studentswww.gamekids.com/gkgame1.html non-computer games for kids with simple instructions

www.sofweb.vic.edu.au/students/kids/vclass/sport.htm a range of sports-related links, rules,information, etc.

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 1

Student Information Page

Road Safety and ExerciseMany people may avoid walking or cycling because they feel that the roads intheir local area are not safe. Below are some safety rules that you might alreadyknow.

When walking:

••••• Always walk on a pedestrian path if provided, or on the side of the road, facingcars coming towards you so you can see them.

••••• Cross roads at marked pedestrian crossings, where there are crossingattendants or at traffic lights. Even when crossing at a safe place, still checkboth ways by looking and listening before crossing, and walking quickly acrosswithout stopping.

••••• Avoid crossing roads between parked cars as they limit your vision and you cannever be sure when a parked car is going to pull out.

••••• For the same reason, avoid walking behind parked cars in a parking lot orcrossing roads near a corner that you cannot see around.

••••• When walking near traffic, wear comfortable shoes and bright clothing.

••••• Safety Houses are homes, shops or businesses that have a bright yellow logo ofa smiling house that can be seen from the road (often on a mailbox). Theseplaces have been checked by police as a safe place to go to if you feel worriedor frightened about something when walking. There will usually be someonehome to help you out.

When riding a bicycle:

••••• Do regular safety checks on your bike to make sure all parts are workingproperly, especially safety features such as brakes, bell and night light.

••••• Always wear a safety-approved helmet with adjustable straps, as well as flat,enclosed shoes and comfortable clothing.

••••• Ride on designated bike paths wherever possible.

••••• Always use the correct signals to let others know if you are stopping or turning.

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 2

Our investigation team, who have been observing life on planet Earth, havenoticed something interesting. This thing that earthlings call “exercise” seems tocome in many different forms.

There are clever earthlings that have thought of ways that they can exercise allthe time without even thinking about it.

Some earthlings play active games in the playground, like these ones:

Younger earthlings help the older earthlings around their homes. Some of thesethings they call “chores” can also be good exercise, such as these three:

_____________________ _____________________ _____________________

There are many other ways to exercise, too. Some earthlings own a four-legged

creature, and they get good exercise by w______________ their d_________.Other earthlings go to their learning place (called school) by sitting on a machinewith two round legs and using their own legs to make the two round legs move.

This is called a b___________.

We interviewed an earthling called_____________________ (write your name here).

This is what they said about their favourite way to exercise without doing sport:

Date: _____________

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Ac

tivity Exercise

Beyond SportHelp the aliens to writetheir newspaper articleby filling in the blanks:

THE DAILY STAR11

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 3

Take regularbreaks by walkingto get a glass ofwater.

See how many otherideas your class canthink of to increaseyour fitness in thecomputer age. Writeyour ideas on thecomputer screen.

Look up some different types ofexercise on the Internet and then gooutside to try them.

Try some simple stretches every 10minutes to keep your arms and legsmoving.

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Ac

tivity

Cyber FitOne of the reasons why kids doless exercise today is that theyspend more time on the computerthan they do outside for fitness.

Draw some pictures for the following:Milkette has written some helpful tips to increase your fitness when on the computer.

12

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 4

Station :Equipment

What do you do?

How many times?

Station :Equipment

What do you do?

How many times?

Station :Equipment

What do you do?

How many times?

Draw it.

Draw it.

Draw it.

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Ac

tivity Intergalactic

ObstacleCourse

Your obstacle course needs to have 4 stations. You can use anywhere between 5 and 12pieces of equipment. Try to be creative! What else can you do with a ball apart from throw it?How could you use a hula-hoop?Where will you do the obstacle course? ____________________

Your teacher will place 12 different pieces ofequipment at the front of the room. Your task is towork in groups of three to think about how these canbe used to make a fitness course. You can choose toset out the course anywhere in the school, maybe theplaying field, basketball court or the undercover area.

13

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 5

Now draw how the whole obstacle course will look:

You might like to tell your whole class about your design. Put a star next to yourgroup’s favourite station and your teacher can use it in an obstacle course thatyour whole class does for fitness.

Station :Equipment

What do you do?

How many times?

Draw it.

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 6

What sorts ofthings would help the bike paths to be safer?

What should youwear?

What safetyfeatures should the

bike have?

Write down your ideas with a partner, and then draw your ideas onor around the student shown below.

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Ac

tivity Pedal

PowerImagine that your school is going to help all ofthe students get fit by asking everyone to rideto school. Think of some things that mightmake riding to school safer and more fun.14

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 7

How long do you exercise for?Write down how many minutes you do these for each day.If you don’t do them, write 0.

Walk or ride to school: _______ minutesFitness or P.E. lessons: _______ minutesActive play at recess (playingwith equipment, running,climbing on forts): _______ minutesActive play at lunch: _______ minutesWalk or ride home: _______ minutesOutdoor play after school(sport training, riding, skating,walking dog): _______ minutes

15

How much water do you drink each day?1 glass of water = 250 ml.

I drink ___________ glasses of water, which equals ___________ ml.

(Remember that one big drink at the water fountain, or one smallbottle of water on your desk are both equal to a glass of water).

How many hours do you sleep for?

I go to bed at ___________ pm. I wake up at ___________ am.

This means that I sleep for ___________ hours.

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Ac

tivity Healthy

MeasurementsProtina wants to knowsome measurements ofhow you take care ofyourself.

Challenge: How many hours is this? _____ hours and _____ minutes.

Use a calculator to work out the total number of minutes thatyou exercise for: Total = ___________ minutes

Which of these things do you think is your healthiest habit?

What could you do more of?

15

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 8

What kind of sport or exercise do you do? ______________________________

How often do you exercise? __________________________________________

Do you belong to a club where you exercise? ___________________________

What special training do you have to do? ______________

_________________________________________________

_________________________________________________

Why do you like to do this exercise / sport?

________________________________________________

________________________________________________

Describe how exercising makes you feel: __________

___________________________________________________

What advice would you give someone who wanted to try this exercise or sport?

____________________________________________________________________

____________________________________________________________________

Draw a picture of this person doing their exercise:

Would you like to try this sport or exercise?

__________________________________

Why/ Why not? _____________________

__________________________________

__________________________________

__________________________________

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Ac

tivity Fitness

TipsFind someone that you know who likes to doexercise. It may be family, friend or aneighbour that you know well. Interview themabout their fitness knowledge.

Take Home Sheet

Person interviewed:

16

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE3 9

Teachers’ Notes

Self-EsteemActivities 17-20

UnderstandingsBy completing activities in this section, students will develop the understanding that:

Goal setting can be carried out in many different areas of health and fitness. Goals should be specificand measurable so that it is easy to see when they have been reached.Self-worth can stem from recognising one’s qualities in a holistic sense, i.e. accepting all aspects ofoneself such as personality, skills, physical appearance, personal interactions and self-care.Diversity in people creates a more interesting society. Difference should not be used as a basis forrejection.People in your immediate environment are able to boost self-esteem by giving recognition andpositive feedback.

Resource Book Reference PageFurther information can be found in the Teachers’ Resource Book on the following pages:

Self Esteem Facts: P 24Peer Pressure and Junk Food: P 25

Materials Required for ActivitiesDisplay posters of different people around the room to show that all shapes, sizes and physicalattributes are accepted. This will not be promoting obesity, but rather reducing the constant self-esteem battering that overweight children receive by unrealistic “thin” images prevalent in visualmedia. The first step towards change is self-acceptance.

Answers for Activity SheetsThis section depends on personal responses. Answers will vary. Encourage students to be honest andpositive about themselves. Respect confidentiality, e.g. do not force students to read their answersout, and provide a code, such as a star at the corner of the page, if students are uneasy about theirwork being displayed.

Some Suggested Classroom Activitiesfor the “Self-Esteem Section

www.education-world.com/a_lesson/lesson085.shtml contains some excellent, simple self-esteemactivities for students.www.cln.org/themes/self_esteem.html another collection of fantastic ideas.Students create a “Me” cereal. They can cover a box with white paper, include a picture ofthemselves, list ingredients as personal attributes such as “ blue eyes, kindness, humour, goodlistening”, etc. On the back, students can include other pictures - “serving suggestions”, depictingthemselves carrying out their various interests.Design a “real” toy. Show students how dolls and action figurines are unrealistic. Students then drawa design for a realistic doll or figurine with freckles, glasses, Bandaids, etc.Jellybean Compliments. Place jellybeans on a plate in the centre of a circle. Ask students to think ofone thing that they are good at. The plate of jellybeans gets passed around and in order to obtain ajellybean, the student says, “I am good at …”. If they find this difficult, then another student may givethem a compliment and a jellybean at the same time.Host a “special skills” lesson. Students who may not necessarily be good at schoolwork or sport maybe able to wiggle their ears, perform a magic trick or recite a tongue twister. Give awards to allparticipants.

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 0

What should you drink more of? Water Juice Milk(circle)

I will drink _________ glasses of _________________each day.

Think of a healthy food that you need to eat more of:

I will eat _________________ every day / a few times a week .(circle one)

Why do you want to be healthy? _________________________

____________________________________________________

What is a healthy food that you would like to order from

the canteen? _________________________________________

Think of an unhealthy habit (like watching too much TV) that

you could do less of: ___________________________________

Who could you ask about being healthier?

I will ask ______________________ some advice about health.

What other kinds of exercise could you do?

I could get fit by _______________________________each day.

Think of a sport that you might like to play.

I will find out about joining a ________________________club.

Think of an unhealthy food you need to eat less of:

Instead of _________________, I will eat _________________ .

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Ac

tivity The Solar

Systemto Health

Goal setting is an important partof living a healthy life. For eachplanet, write a goal that canlead to the “sun of health”.17

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 1

Try to include some of these:••••• Something you like about your body

(smile, eyes, hair, teeth, nose);••••• Something you like about your personality

(friendly, caring, funny);••••• Something you are good at (maths, reading,

sport, dancing, board games);••••• Something your parents like about you

(helpful, polite, well-behaved, thoughtful);••••• Something your friends like about you (you can ask them if you like!);••••• Something you do to look after your health (exercise, eat well, sleep well).

Decorate your hand when you have finished, but make sure you can still see thewriting.

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Ac

tivity Give

Yourselfa Hand

Creatures from the planet Salad only havethree fingers. Luckily, we have a few moreto help out. Trace your hand in the spacebelow and think of one good thing towrite about yourself inside each finger.

Challenge: Use some spare paper and make a hand forsomeone that you care about.

18

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 2

Challenge: On a separate sheet, create a poster that tells people toinclude others who look different. Include a slogan and a picture.

Look up some of these words in the dictionary. You might like to use themon your poster:

judge diversity variety discrimination tolerance acceptance

Place a circle around your favourite one.

In class, your teacher will ask you to raise your hand for the one you liked the best.

Did everyone like the same one? _________________

Why do you think that your classmates all liked different aliens?

Just like the aliens, we here on Earth are all different too.Write something that is different about the way you look that you are proud of:

What happens if we are unkind to people that look different to us? Talk about it.

Write some ideas here on what would happen if there was a planet whereeveryone looked exactly the same:

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Ac

tivity All The Same Is

Just Too Tame!Our alien creaturesall look very different.19

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 3

Mybuddy

knows Itake care of myself

because I:

20

Mybuddy

is proud ofthe way that I:

Mybuddythinks I

look great when I:

Mybuddy

thinks I amfun to be around

because:

Mybuddy

thinks I amgood at:

Signed:

Student: __________________________

Buddy: ___________________________

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Ac

tivity Self Esteem

Buddy

There are many people that care aboutyou in your life. Find someone that canfill this sheet out with you (it might be aparent, older brother or sister, oranother relative or family friend).

Take Home Sheet

20

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 4

Teachers’ Notes

The MediaActivities 21-26

UnderstandingsBy completing activities in this section, students will develop the understanding that:

Food packaging and advertising contains a combination of factual information and enticements topurchase the product. It is important to distinguish between these so that the consumer knows whatthey are buying, and they are choosing the food because of taste preferences and health benefitsrather than marketing ploys.Television is a leading contributor to obesity/health risks due to the fact that watching television is asedentary alternative to outdoor physical activity, and many “junk food” commercials are televisedduring children’s viewing hours, encouraging students to choose unhealthy diets.

Resource Book Reference PageFurther information can be found in the Teachers’ Resource Book on the following pages:

“Junk Food” and The Media: P 26

Materials Required for ActivitiesActivity 21: A different “junk-food” advertisement for each student, from magazines, newspapers orfliers.Activity 23: Samples of labels from empty food containers.Activity 24: Images of mascots, e.g. cartoon animals for cereals, fast food mascots.

Answers for Activity SheetsActivity 22: Answers will vary, for example it is important to include ingredients because people liketo know what they are eating. It is important to include a picture so that people know what theproduct will look like. People read labels for many reasons, including avoiding allergies, buyingAustralian products, choosing fresh ingredients instead of preservatives, choosing low-fat varieties.

Some Suggested Classroom Activities for the “Media” SectionHold a “brand name” investigation. Begin with a discussion about which brands and well-knownproducts students think are “the best”. Bring in foods with large brand names and similar “no-name”products. Cover the packages and allow students to taste and guess or compare the products. Someof the results will be surprising. Discuss how the media has influenced the students’ taste preferences.

Play 10 or more advertisements on videotape from children’s viewing hours and 10 advertisementsfrom adult viewing times (ensure there is no inappropriate content). Compare the type ofcommercials and discuss the number of food commercials that appear. Ask students why they thinkmost fast food ads appear during children’s viewing hours.

Students can make healthy food posters or make up healthy food skits for a junior class, and post orpresent these during a buddy class session.

“Silly Slogans”. Students compile a list of well-known “junk food” slogans and jingles from televisioncommercials for the blackboard. Students then change these slogans to promote warnings about thedangers of too much unhealthy food, e.g. “A burger every day makes your health go away.”

Students design a “Mute List”. Devise a list of things that can be done during commercial breaks byplacing the television on mute. Suggestions can range from sensible, such as going to get a glass ofwater, stretching exercises or learning a spelling word, to the silly, such as trying to touch their nosewith their tongue, or counting the freckles on their arm. Each student can choose their best sensibleand silly suggestion for a class list that can be given to parents as a fun gift.

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 5

Student Information Page

Advertising TricksThe people who make advertisements for big companies are very clever atmaking you want to buy. Here are a few ways that advertisers try to makethings look good.

Draw a picture under each:

Making you think that if you buy the product you will be happy or popular:

Offering you free things or a competition:

Telling you that another similar product is not as good:

Singing a song or jingle that gets “stuck in your head”:

Making the product seem like a mystery so that you buy it to find out more:

Using a famous person to tell you how good theproduct is:

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 6

Where do you think this advertisement was found(magazine, newspaper, junk mail)?

Who do you think this advertisement has been made for (who will be looking atthis advertisement and wanting to buy the product – children, teenagers or adults)?

_________________________________________________

Which parts of the advertisement are making you want to buy it(happy customers, exciting or colourful pictures, free things)?

_______________________________________________

_______________________________________________

_______________________________________________

Does the advertisement have any of the following (circle)?

bright colours a slogan cartoon character famous person

Why do you think this food is unhealthy?

Is there anything in this advertisement that you think is not true?

Do you think this is a “guilty” product? If you would like to make an arrest,please sign here:

Thank you. You have saved the day by wiping outanother dangerous perpetrator!

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Ac

tivity Crime

Interview

You are Detective Sergeant Ad-Fighter and youhave just made an arrest. The suspect is a junkfood advertisement (which your teacher willgive you a copy of). Your mission is tointerview the suspect, answering thesequestions below, to find out if they might betalking kids into eating more “junk food”.

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Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 7

22

Challenge: Why do people read labelswhen they are shopping? Think of as manyreasons that you can and write them onthe back of this sheet.

Talk about your answers with your class. Choose one of the label parts and writewhy you think it is important to include this on a package:

It is important to include

because

Part of Label Important Not Important

Ingredients

Picture of the food

Nutritional panel (telling you howmuch fat, vitamins and other nutrients)Weight of the food (how much is in thepacket)

Serving suggestion

Recipes

Competitions

Address of the company

Use-by date

Where the food was made

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Ac

tivity Label

WarsDo you think that these things are important or not important toinclude on a food label? Tick the box to show your feelings.

Many people think that the labels on foods that we buy do notreally tell us what we need to know. After looking at some emptyboxes in your class, and talking with your teacher about thedifferent parts of the labels, have a go at filling out this chart.22

Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 8

Show your package to a friend. Can they imagine what the food is like from theinformation that you have given?

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Ac

tivity Create

a Label

Use the ideas in the last worksheet to create alabel that will give some important informationabout the food. You might like to use a healthyfood that you know a lot about, or perhaps youcan use a food or recipe you have invented.

23

Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE4 9

Challenge: On the next sheet, design a TV commercial bydrawing a scene with your character in each box, talking abouthow healthy snacks are good for you.

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Ac

tivity Missing

(A)

Draw your character below. In the speech bubble, write their healthy message.

Bernie is a very famous magician who is seen on manyfast food ads. His favourite phrase was “You’re a cooldude if you eat junk food”. Suddenly, he has gonemissing! You work for a health food company, and youthink this might be your chance to create a newcharacter that tells kids to eat healthy snacks.

••••• Your character might be an animal, a cartoon, a sports star or even an alien.••••• They might be eating or carrying the food, or maybe even look like the food.••••• They should be saying a catchy phrase that has a healthy message.

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Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE5 0

Find a creative way to present a final copy of this commercial.

2

3 4

1

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(B)

Think of four scenes or images that will make the TV audience want tobuy a product your health food company makes. Draw a different scene ineach box. You might like to use speech bubbles if your character is talking,or write captions underneath if there is a “voice-over”.

Advertisers use a storyboard to show what willhappen in their commercials. You can use thistechnique to create a television promotionshowing your character advertising a healthy food.

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Ready-Ed Publications P A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE5 1

Now decide on a goal: Write down an amount of time that is alot less for each activity. This week I will aim to only watch____________ (time) of television each day and spend only____________ (time) on the computer.

Sometimes it helps to choose a favourite TV show or computeractivity, so that you are making the most of your time. Write one ortwo favourites below.

It is also useful to write some ideas down for some active games that you can doinstead. Remember that the aim is to increase fitness, so outdoors is best!(For example walking the dog, going to the park, bike riding, kicking the footy.)

Instead of slothy screen time, I will ____________________________________

__________________________________________________________________

Now for the test. Start on the day that you get this homework sheet and fill intime you spend on each activity. Good luck!

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How did you go? The slothiest day was ______________________.

The healthiest day was _____________________ .

Day Television Computer Active Activity

Monday Hrs mins Hrs mins Hrs mins

Tuesday Hrs mins Hrs mins Hrs mins

Wednesday Hrs mins Hrs mins Hrs mins

Thursday Hrs mins Hrs mins Hrs mins

Friday Hrs mins Hrs mins Hrs mins

Saturday Hrs mins Hrs mins Hrs mins

Sunday Hrs mins Hrs mins Hrs mins

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Oilyan is giving you a challenge this weekto see how well you can do withouttelevision or computers. If you do notspend any time watching TV or on thecomputer, then leave that part out.

Take Home Sheet

Slothy ScreenTurnoff Week

At the start of the week, answer these questions with your parents.

How much television do you watch each day? ____________ hours

How much time do you spend on the computer each day?(Do not include any homework time.) ____________ hours

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Ready-Ed PublicationsP A G E HEALTHY BODIES, HAPPY KIDS – MIDDLE5 2