S1 PDHPE Personal Health Choices Keeping Myself Healthy

Transcription

1 S1 PDHPE Personal Health Choices Keeping Myself Healthy Knowledge and Understanding PHS1.12 Recognises that positive health choices can promote wellbeing. Outcomes and Indicators Skills DMS1.2 Recalls past experiences when making decisions. Learning Experiences Making Decisions - Discuss with students the decisions they are allowed to make at home, school and elsewhere and why they make some decisions but not others. - Using a teacher-prepared stencil, have students tick a range of appropriate choices in given situations, eg walking rather than running at the pool or using a pedestrian crossing. - Provide opportunities for students to examine all the decisions made in a day. Place decisions made on a Decision Dial, which refers to decisions made at different times of the day, eg on waking up, before breakfast, at breakfast, on the way to school, at recess etc. Examine these dials and discuss in pairs or groups whether there were many alternatives and feelings about decisions. Add alternatives to the Decision Dial in a different colour. Teacher Note: Ensure sensitivity to students who do not have a regular routine. Nutrition - Discuss with students the concept of a balanced diet and the benefits of eating more healthy foods/less unhealthy foods. - Organise for students to view the Pete and Penny video Food and Me and discuss the advice and activities suggested by Pete, Penny and the other presenters. - Have students examine balanced diet models. Discuss: What type of foods do our bodies need most and least? Are the foods that we often want to eat the same as the foods our bodies need? Why do our bodies need certain foods? What would happen if we didn t eat these foods and only ate foods we wanted? - Ask students to draw or make a large poster of the healthy diet pyramid, target on healthy foods or food star. - Have students survey the school canteen to determine the most or least favourite foods. Identify any high fat foods sold at the canteen. Teacher Note: Liaise with the canteen manager and/or committee. Values and Attitudes V4 Accepts responsibility for personal and community health. Differentiation Date

2 Ask students to sort food into groups using food or packaging samples, eg milk carton, margarine container. Discuss foods that do not fit into groups and why. Make a food mobile displaying pictures of foods from each of the Australian Guide to Healthy Eating food groups. Hang the completed mobiles in the classroom. Health Services and Products - Jointly construct a list of the people responsible for child health, eg parents, brothers, sisters, friends, teachers, other family members, doctors, dentists, coaches. - Ask students to discuss who they go to for help when they are unwell. Group these services, eg home, community. How do they help us? - Examine some health-promoting advertisements. Have students discuss what each of the advertisements is saying. Collect magazine advertisements for food or teeth care. Discuss the use of health promotion in these advertisements. - Visit a medical setting and look at its services and the procedures involved for people using the service. Jointly construct a class list of available medical services in the local community. Which services can you contact through the emergency number 000? What information do you need to provide? - Encourage students to bring food products, eg cans, packets, from home. Examine these products for date stamping and discuss why this is important. Practise reading what different date stamps say and mean. Drug Use - Prepare a display of a variety of empty medicine containers, eg tablets, liquids and inhalers. Have students discuss why people use them and when they need to be used: Who has taken medicine? Who gave it to you? Who looks after the medicines? Why is it important to be careful with medicines? Who do you contact if someone takes the wrong amount or the wrong kind of medicine? Have students identify responsible adults who can help in an emergency. Role-play ringing 000 and asking for help. - Provide opportunities for students to discuss the rules for taking medicines at home and list ideas. Emphasis should be placed on students taking only their own medicines. Rules for taking medicine: only take own medicine; correct dosage at prescribed times;

3 adult supervision; and only taken when directed by doctor, parent or caregiver. - Jointly label a wall chart of the human body indicating substances that are sometimes taken into the body, eg food, water, medicines, smoke, alcohol, pollutants. Discuss why and how these substances are taken into the body. - Gather an assortment of empty medicine containers, eg tins, plastic cylinders, boxes, blister packs and asthma inhalers. Have students discuss the ways of identifying the contents from the labelling and packaging, eg What symbols are used to indicate potential harm? What shows us that these are medicines? Trace around some containers and copy warning symbols or instructions for use and/or storage. Discuss reasons why medicines should be stored safely. - Have students write the word medicine down the page and write a sentence beginning with each letter of the word medicine, eg: M : medicine makes us better when we are sick; and E : Everyone should follow proper instructions for taking medicine. Environmental Health - Discuss: What is pollution? How can students help the environment? - Ask students to organise class bins for paper, plastic, cans and glass to help the school recycle rubbish. - Have students examine labels of environmentally friendly products. Students identify those products used in their homes. Discuss how their families can help the environment by using such products. Identify other ways of protecting the environment. - Organise a compost area for students in the school to dispose of organic scraps from lunch. - Allocate monitors to supervise the collection of scraps and to maintain the compost area. Preventive Measures - Teach the Slip, Slop, Slap Wrap Song. Have students make a mural of students in the playground that shows students wearing hats, using shade and applying sunscreen. Teacher Note: Music and words for the Slip, Slop, Slap Wrap Song are available from the NSW Cancer Council. - Have each student make a hat by folding a newspaper. Dress a doll or mannequin in clothes appropriate for hot weather. - Discuss the term disease, ie not at ease. Name diseases, eg

4 measles, influenza, chickenpox. Jointly construct a list of ways in which people catch each of the diseases. Have students identify strategies to avoid catching diseases. Discuss how immunisation, good hygiene practices, a healthy diet, a balanced lifestyle, eg plenty of rest, regular exercise, drinking plenty of water etc. is essential to avoid disease. - Ask students to read and/or write poems, jingles and rhymes about hygiene activities, eg the use of a handkerchief when sneezing. Draw the hygiene activities mentioned in the poems, jingles and rhymes. - Tally, on a health activity chart, the hygiene practices for each day, eg brush hair, clean teeth, wash hands after going to the toilet. Have students graph the results and discuss the frequency of hygiene practices. - Have students create advertisements for dental care. - Prepare a demonstration showing correct posture in a range of activities, including sitting on floor, sitting in chair, standing, walking, jogging and lying on floor. Teacher Note: Remind students of correct posture, including need to relax upper body when writing or working on keyboards. Handling baggage, furniture and other materials will often require teacher instruction.

5 Assessment Observe role-plays of family and peer situations and of the health decisions made in these situations. Observe student behaviours in the sun, eg wearing hats, making use of shady areas. Ask students to select a healthy lunch from a variety of foods. Have students discuss their choices. Observe student purchases from school canteen. Question students about possible safety rules and dangers when using medicines and household substances. Role-play the first aid procedure for someone who has swallowed something that has made them sick. Use a checklist to record students steps in decision making. Observe students drawings of themselves playing in their chosen environment. Have them describe the features of the environment. Evaluation - Did students understand the main concepts? - What worked well? - What didn t work? Differentiated Assessment - What would I change for next time?

6