RIC-20007 AC Health (Year 2) Communicating for health and wellbeing

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Australian Curriculum Health (Year 2) 

Published by R.I.C. Publications ® 2016 

Copyright @ R.I.C. Publications ® 2016 

RIC-20007 

Titles in this series: 

Australian Curriculum Health (Foundation) 







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Curriculum and may include the work of other authors. 

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material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

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R.I.C. PUBLICATIONS 

YOUR PARTNER IN EDUCATION 

AUSTRALIAN 

PRIMARY PUBLISHER 

OF THE YEAR 

2015 & 2016

. FOREWORD. 

Australian Curriculum Health is a seven-book 

series designed to support the teaching and 

learning of the Personal, social and community 

health strand of Australian Curriculum Health and 

Physical Education. 

Written in lesson-plan format, the series provides 

a variety of teacher resources to assist in the 

implementation of health lessons . 

. €ONTENTs· . 

Teachers notes ...................................................................................................................................... iv-v 

Being healthy, safe and active ......................................................................................................... 2-41 

Strengths and identity .......................................................................................................................... 2-5 

Achievements and success ................................................................................................................. 6-9 

Physical changes ............................................................................................................................ I 0-13 

Changing relationships .................................................................................................................... I 4-17 

Strategies to feel safe ...................................................................................................................... I 8-2 I 

Emergency services ........................................................................................................................ 22-25 

Warning signs .................................................................................................................................. 26-29 

Safety with medicine and poisons ................................................................................................... 30-33 

Water, road, and outdoor safety ...................................................................................................... 34-37 

Promoting health and wellbeing ...................................................................................................... 38-41 



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Communicating and interacting for health and wellbeing .......................................................... 42-69 

Can I join in? ................................................................................................................................... 42-45 

Emotions ......................................................................................................................................... 46-49 

Health messages in advertising ...................................................................................................... 50-53 

Health slogans ................................................................................................................................. 54-57 

Brain breaks .................................................................................................................................... 58-61 

Safety in the classroom ................................................................................................................... 62-65 

A healthy classroom ........................................................................................................................ 66-69 

Contributing to healthy and active communities .......................................................................... 70-81 

Physical activity in the community ................................................................................................... 70-73 

Similarities and differences ............................................................................................................. 74-77 

Cultural diversity .............................................................................................................................. 78-81 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 2) Ill

. FORMAT OF "FHE BOOK ..... 

This comprehensive teacher resource is divided into 20 units which cover the three health sub-strands-Being 

healthy, safe and active; Communicating and interacting for health and wellbeing; and Contributing to healthy and 

active communities. 

Each sub-strand section contains a varied number of units. 

Each unit contains a teachers page and three supporting pages. 

TEACHERS PAGE 

+ The title of the unit is provided ·········; : 

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+ The relevant sub-strand .................... : 

is stated 

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R.I.C. Publications ® www.ricpublications.com.au 


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,, .. Health messages iit advertising··· ··· .,., 

The lesson 

Introduction 

• View a selection of print and television 

advertisements selling both healthy foods and 

unhealthy foods. 

• Discuss the advertisements and the message 

that each is giving. Is it promoting a healthy or 

unhealthy lifestyle? What should advertisements 

be promoting? 

Development 

• Show students a health food advertisement. 

(Use internet sources to find and view one ageappropriate 

advertisement.) Students complete 

question I on page 51. 

• Show students a junk food advertisement. 

Students complete questions 2 and 3 on 

page 51. 

• Students plan and design a print advertisement 

for healthy food(s) using page 52. 

Differentiation 

Page 51 can be discussed as a class or in small 

groups if required. 

Conclusion 

• Share students' advertisements in front of the 

class and ask them to say the health message 

they chose. 

Communicating and interacting for health and wellbeing 

Content description 

Examine health messages and how they 

relate to health decisions and behaviours 

(ACPPS02 I) 0 

Resources 

• Copies of pages 51 and 52 for each student 

• Examples of health food advertisements 

 

 

 

• Examples of junk food advertisements 

 

 

 

Assessment 

• Can the student identify health messages in 

advertisements? 

• Can the student identify whether the advertisement 

is promoting a healthy or unhealthy lifestyle? 

Going further 

• Students expand their print advertisement on 

page 52 into a story board on page 53. This could 

be filmed in a future lesson. 

• View and discuss print and digital advertisements 

promoting safety and physical activity in the 

community. Students create an advertisement to 

promote safety or physical activity. 



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SO Australian Curriculum Health (Year 2) R.I.C. Publications ® www.ricpublications.com.au

,,-·Health messages i 

n advert i S i 

n( - T"' ··-· ·; ..... ··· ··· ., .... 


Advertisements are everywhere. They are used to encourage you to buy 

a product so that companies can make money. The people making and 

showing advertisements do not always care about your health and wellbeing. 

It is up to you to decide if the advertisement is spreading a good or a bad 

health message. 

I. Watch a health food advertisement. 

\.. 

What is the 

advertisement 

selling? 

What is the 

health message? 

Do you think 

this food is good 

for your health? 

Explain. 

2. Watch a junk food advertisement. 

\.. 

What is the 

advertisement 

selling? 

What is the 

health message? 

Do you think 

this food is good 

for your health? 

Explain. 



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., 

 

.., 

 

3. Which advertisement do you think is more appealing? 

0 health food advertisement O junk food advertisement 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 2) 51


I. Plan a healthy food print advertisement to encourage children to eat 

healthily. 

(a) What healthy food(s) are you advertising? 

(b) What is the health message you want to give? 

2. Design a print advertisement for the healthy food product in question I. 

Remember to include: 

• a bold, catchy title 

• bright, colourful images 

• a health message 

• the product 



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52 Australian Curriculum Health (Year 2) 

R.I.C. Publications ® www.ricpublications.com.au

,, .. Healtb'messages iii advert i S i n"g"' :... · 3-, ··-· ·, · ... · · ·· · ·· ., .. ·· 


Expand your print advertisement on page 52 to create a storyboard which 

could be used to create a television advertisement for the same product. 

 



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"- 


Australian Curriculum Health (Year 2) 53

,, .. Health"· slOganS 


The lesson 

Introduction 

• Write the following health slogans on a 

whiteboard: 'Eat greens to fit into your jeans', 

'Drop the fries and move those thighs', 'Eat 

healthy, live longer' and 'Move it or lose it'. 

Other suggestions can be added. 

• Ask students to explain what health slogans are 

and why they are used. 

Development 

• Type 'health slogan' into a search engine and 

show students images of slogans with logos 

such as 'Eat healthy, live longer' or 'Vitamin D 

is D-lightful'. Show students the images and 

identify the slogan and the logo aspects. 

• Students complete page 55 by drawing their 

own logos for different health slogans and then 

identifying the well-known slogans that match 

the given images. 

• Students then identify the health message 

behind each slogan on page 56. 


Health messages can be discussed as a class 

prior to completing page 56 to help students 

understand what a health message is. 

Conclusion 

• Discuss why it is important to know the 

message behind each slogan and how 

this influences our behaviours and lifestyle 

decisions. 

• Discuss the common health messages being 

portrayed by the slogans on pages 55 and 56. 


Examine health messages and how they 

relate to health decisions and behaviours 

(ACPPS02 I) 0 

Resources 

• Copies of pages 55 and 56 for each student 

Answers 

Page 55 

I. Teacher check 

2. (a) An apple a day keeps the doctor away. 

(b) Go for 2 & 5 

(c) Slip, slop, slap, seek and slide 

Page 56 

I. (a) 'The greatest 

wealth is 

health' 

(b) 'Slip, slop, 

slap, seek, 

slide' 

(c) 'Bigger snacks, 

bigger slacks' 

(d) 'Find 30' 

(e) 'Go for 2 & 5'"' 

2. Teacher check 

Assessment 

Having large portion sizes results 

in weight gain causing you to need 

bigger sized pants. 

Eating two fruits and five 

vegetables every day is 

recommended for a healthy body. 

There is nothing more important in 

this world than your health. Good 

health is worth more than money. 

Protect yourself from the sun 

by wearing protective clothing, 

staying in the shade and putting on 

sunscreen. 

Thirty minutes of moderate 

exercise every doy is 

recommended as part of a healthy 

lifestyle. 



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• Can the student identify health messages behind 

different slogans? 

• Can the student identify how these health 

messages influence our behaviour and lifestyle 

decisions? 

Going further 

• Students choose a current health issue and design 

a slogan and logo to promote health and wellbeing. 

Students must describe the health message they 

wish to portray. 

54 Australian Curriculum Health (Year 2) R.I.C. Publications ® www.ricpublications.com.au


I. Draw an image to match each slogan. 

The greategt wealth ig health 

Bigger gnackg, bigger glackg 

To keep your body ag gtrong ag can 

be, healthy eating ig the key 

2. Guess the well-known slogan for each image. 

(a) 

(b) 

Keep a healthy heart, go we 

won't be apart 



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(c) 



Health slogans are short and catchy so they can be remembered easily. 

The health message behind each slogan is very important. 

I. Match the slogan with its health message. 

(a) 'The greatest • 

• Having large portion sizes results 

wealth is 

health' 

in weight gain causing you to need 

bigger-sized pants. 

(b) 'Slip, slop, • 

slap, seek, 

slide' 

(c) 

'Bigger snacks, • 

bigger slacks' 

(d) 'Find 30' • 

(e) 

'Go for 2 & S ' • 

• Eating two fruits and five vegetables 

every day is recommended for a 

healthy body. 

• There is nothing more important in 

this world than your health. Good 

health is worth more than money. 

• Protect yourself from the sun 

by wearing protective clothing, 

staying in the shade and putting on 

sunscreen. 

• Thirty minutes of moderate exercise 

every day is recommended as part 

of a healthy lifestyle. 

2. Write what you think the message is behind each of the following slogans. 



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(a) 'Keep a healthy heart, so we won't be apart.' 

(b) 'An apple a day keeps the doctor away.' 


Create a new slogan to target a current health issue. 


I. Research health statistics to find a current health issue to target. 

2. What health message will you give to improve the health issue? 

3. Brainstorm some short, catchy slogans that could be used to support this 

health message. 

4. Design a mini poster for your slogan, including a logo to match the 

slogan and images that show how it will improve your health. 



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--··eraiii breaks·· 


The lesson 

Introduction 

• Students read the information on page 59 about 

'brain breaks'. Brain breaks are activities used 

during class time to increase concentration, 

motivation and engagement in lessons. 

• Discuss the information in the text about the 

brain's function and why brain breaks are 

important. 

• Ask students to identify whether each brainbreak 

example is 'physical activity' related, 

'breathing and relaxation' related or 'mental 

challenge' related. 


Encourage students with reading difficulties to 

read as a group or with an adult, pausing to ask 

comprehension questions regularly. 

Development 

• Students use the information on page 59 to 

complete the questions on page 60. 

• Ask students to share one brain break activity 

they suggested for question 6 and describe it 

to the class. Students participate in the brain 

break activities shared. 

Conclusion 

• Reiterate the importance of giving our brain 

a short break during class time and the 

importance of refocusing on learning after the 

break. 

NOTE: High-intensity physical activities can 

cause excitement in students. Performing a 

relaxation or breathing activity before returning 

to work can assist to refocus the students. 


Explore actions that help make the 

classroom a healthy, safe and active place 

(ACPPS022) C) 

Resources 

• Copy of pages 59 and 60 for each student 

Answers 

Page 60 

I. Answers may include: Our brain tells our eyes to 

look and read, our ears to listen, our mouth to talk, 

our nose to smell, our body to move, our memory 

to remember information and solve challenging 

problems. 

2. It is important to give our brain a break to let it rest, 

recharge and refocus. 

3. Brain breaks only last a short time. Up to three 

minutes is recommended. 

4. Any three of the following: skipping, stretches, 

jogging, star jumps, squats/lunges, yoga poses, 

dancing or active games. 

5. Any three of the following: stretches, visualising 

scenes, deep breathing, yoga poses or puzzles. 

6. Teacher check 

Assessment 

• Can the student identify the importance of brain 

breaks for brain function and learning? 

• Can the student suggest suitable brain-break 

activities for short periods of time? 



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Going further 

• Photocopy the brain-break activities on page 61 and 

glue them onto cardboard. Cut out the circles and 

glue the matching title and description back-to-back. 

Laminate the circles, cut them out and glue them to 

craft sticks. Incorporate brain breaks into everyday 

classroom activities. 


At school, our brain does a lot of work. It has to tell 

our eyes to look and read, our ears to listen, our 

mouth to talk, our nose to smell, our body to move, 

and our memory to remember information and also to 

solve challenging problems. 

Some things we can do automatically, like breathing, 

looking, smelling, hearing, talking and moving. Other 

things require our brain to think really hard and 

concentrate for a long time, like learning new topics, 

solving problems and completing work. 


To keep our brain engaged, motivated and activated, it is important to take 

little breaks to let it rest, recharge and refocus. These breaks are often called 

'brain breaks'. 

Brain breaks only last a short time (up to three minutes is recommended) 

and can include physical activities, breathing and relaxation activities, mental 

challenges or a combination of these. They help push oxygen around the 

body to the brain so that it stays alert and ready to learn. Brain breaks also 

release muscle tension, develop physical activity skills and help to calm the 

body and mind. 

Some examples of brain breaks include: 



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jogging 

squats/ 

lunges 

deep 

breathing 

yoga 

poses 

puzzles 

active 

games 




I. What are some things our brain does every day at school? 

2. Why is it important to give our brain a break? 

3. How long should brain breaks last for? 

4. Write three examples of physical activity based brain breaks from the 

text on page 59. 

5. Write three examples of breathing and relaxation based brain breaks 

from the text on page 59. 



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6. List three different brain break activities you would like to do and tick the 

category they belong to. get relax/ mental 

active breathe challenge 

0 

0 

0 

0 0 

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60 Australian Curriculum Health (Year 2) 

R.I.C. Publications ® www.ricpublications.com.au


5-4-3-2-1 

Students do 

5 jumping jacks, 

4 lunges, 3 squats, 

2 sit ups and 

I push up. 

Teacher says 

'Simon says .. .' and 

gives an action for 

students to do. 

Song and 

dance 

Breathe 

Visualise it 

Song and 

dance 

Put on a song for 

students to sing and 

dance to. 

Breathe 

Students take five 

deep breaths. 

Visualise it 

Students close 

their eyes and 

visualise a scene 

described by the 

teacher. 

Stretch 

Plank it 

Alphabet 

game 



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Stretch 

Students perform 

a series of stretches 

(touch toes, reach for 

the sky/door) 

Plank it 

Students safely 

perform a plank on 

different equipment 

(chair, desk, floor). 

game 

Name a category. 

Students say words 

in the category in 

alphabetical order. 

Rhyme time 

Each student says 

a word or a line that 

rhymes with the 

previous students. 

Categories 

Teacher names 

a category (e.g. 

verbs). Each student 

says a word that 

fits the category 

(e.g. run). 


,, .. Safety in the clasSJ'OOrif' 


The lesson 

Introduction 

• Ask students to define 'safety'. What does it 

mean to be safe at school? What does it mean 

to be safe at home? Does the word 'safety' 

mean the same at school and at home? 

• Discuss safety as meaning 'to keep yourself 

and others free from harm' regardless of 

location. The safety rules/guidelines which we 

follow are different for different locations. 

Development 

• Look at the classroom scene on page 63. Find, 

circle and discuss unsafe situations in the 

scene. 

• Discuss classroom rules that keep us physically 

safe and the importance of these rules. 

• Students answer the questions on page 64. 


Students can discuss the answers to the 

questions on page 64 in groups prior to writing 

the answers. 

Conclusion 

• Students share their answers to the questions 

on page 64. 

• Reflect on current classroom rules and the 

consequences for not following them. Discuss 

if students think these consequences are fair, 

considering the safety of themselves and others 

could be at risk if the rules are not followed. 





Resources 


Answers 

Page 64 

I. (a) Everyone is responsible for ensuring the safety 

of themselves and others in the classroom. 

(b) 

(c) 

(d) 

(e) 

Classroom safety is making sure everyone is 

free from harm in the classroom. 

You also need to be safe in the playground, at 

home, in the community and in the world. 

It is important to be safe in the classroom so 

people don't get hurt. 

Everyone should feel safe at all times and 

everyone should follow safety rules at all times. 

Assessment 

• Can the student describe what it means to be safe 

in the classroom? 

• Can the student identify unsafe situations in a 

classroom scene? 

• Can the student suggest how their actions can help 

keep themselves and others safe in the classroom? 

Going further 

• Complete the worksheet on page 65 about social 

and emotional safety in the classroom. 



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• Role-play safe and unsafe situations in the 

classroom and extend to playground/home 

situations. 


·-··safety in the classroon..-::.. 1 


-------------· 

UVWXYZ 



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I. Answer each question in the triangle below it. 




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(d) Why is it important to be 

safe in the classroom? 

2. How do rules help us to be safe in the classroom? 



Classroom safety is often about keeping our body safe, but what about 

our mind and our feelings? It is equally important to keep them safe as 

well. 

Write examples of how you could demonstrate each rule. 

Be confident 

Encourage others 

Respect others 



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Celebrate others' success 


,, .. healthy classro,;-m -- · ·· ·-, 


The lesson 

Introduction 

• Review and discuss the Australian Guide to 

healthy eating. 

NOTE: Keep this on display for students to refer 

to during the lesson. 

• Ask students to read the information boxes on 

page 67. Discuss any foods or body parts that 

are unfamiliar to the students. 

• Students colour and/or draw the parts of the 

body to complete page 67. 

Development 

• Discuss healthy and unhealthy lunch boxes. 

What makes a healthy lunch box? What foods 

should be eaten the least? Is it okay to have 

one or two treats in your lunch box? 

• Students design their own healthy lunch box on 

page 68. 


Students who need assistance can draw the 

images and have an adult or another student 

scribe. 

Encourage students to include one food item 

that benefits each part of the body on page 67. 

Conclusion 

• Share and discuss students' healthy lunch box 

ideas on page 68. 





Resources 


• Australian Guide to healthy eating 

Assessment 

• Can the student identify healthy foods for their lunch 

box? 

• Can the student explain the sections of the 

Australian Guide to healthy eating visual 

representation? 

• Can the student explain why eating healthy is 

important for our health and wellbeing? 

Going further 

• Research healthy meals at . Click on each recipe to 

see the health benefits. 

• Research the serving sizes of foods in each food 

group at . 

• Using page 69, students create a chatterbox to learn 

about the benefits of eating healthy foods and the 

problems associated with eating unhealthy foods at 

school. 



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,,-- healthy dassrOOllf .::: 1' -; ·; 

Salmon, dark green 

vegetables and beans are 

good for your hair. 

Draw healthy, strong hair 

on the head. 


Egg yolks, corn and 

carrots are good for your 

eyes. 

Draw two healthy eyes. 

Salmon, tuna, 

sardines and 

walnuts are 

good for your 

brain. 

Add colour to 

the brain. 

Red meat, eggs 

and fish help 

to build strong 

muscles. 

Draw big 

muscles on the 

arms and legs. 

Milk, oranges 

and celery are 

good for your 

bones. 

"I 

 

Add colour to 

the bones in the 

arm and leg. 

Potatoes, prune 

juice and tomatoes 

are good for your 

heart. 

Add colour to the 

heart. 

Broccoli, brussels 

sprouts and bok 

choy are good for 

your lungs. 


set of lungs. 



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Prunes, green 

beans and yoghurt 

are good for your 

intestines. 


intestines. 

Salmon, blueberries and walnuts 

are good for your skin. 

Colour the outline of the body to 

show the skin. 



I. Draw and label items for a healthy lunch box and drink bottle. Remember 

to think of recess and lunch foods. 

2. Campaigns such as 'Crunch&Sip ® ' and 'Munch and move' allow students 

to have a small number of healthy snacks and a water bottle on their 

desk during class. Do you think this is a good idea? Explain your answer. 



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a> 

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,, .. J\ healtliY dassro(frif .::: 3· 


I. Cut out and make your chatterbox. Type 'How to make a chatterbox' into 

a search engine for instructions. 

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2. Once you have made your chatterbox: 

• ask a friend to choose either breakfast, recess, lunch or drinks 

• spell out the word, moving your chatterbox for each letter 

• ask your friend to choose a healthy or unhealthy food option 

• open the tab they chose and read the information about that food 

option.

RIC-20007 AC Health (Year 2) Communicating for health and wellbeing

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