RIC-20009 AC Health (Year 3) Be healthy, safe and active

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Australian Curriculum Health (Year 3)
Published by R.I.C. Publications ® 2016
Copyright @ R.I.C. Publications ® 2016
RIC-20009
Copyright Notice
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Titles in this series:
Australian Curriculum Health (Foundation)
Australian Curriculum Health (Year 1)
Australian Curriculum Health (Year 2)
Australian Curriculum Health (Year 3)
Australian Curriculum Health (Year 4)
Australian Curriculum Health (Year 5)
Australian Curriculum Health (Year 6)
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. 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 .
. C:ONTENTs···
Teachers notes ...................................................................................................................................... iv-v
Being healthy, safe and active ......................................................................................................... 2-33
Personal identity ................................................................................................................................ 2-5
Strengthen identities .......................................................................................................................... 6-9
Changes ........................................................................................................................................ I 0-13
Learning to look after myself ......................................................................................................... 14-17
Stay safe in different places .......................................................................................................... 18-21
Dangerous household substances ................................................................................................ 22-25
Healthy eating ............................................................................................................................... 26-29
Be more active .............................................................................................................................. 30-33
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Communicating and interacting for health and wellbeing .......................................................... 3'-f-57
We're all different and that's great! ................................................................................................ 34-37
Understanding and respecting others ........................................................................................... 38-41
Bullying .......................................................................................................................................... 42-45
Emotional responses ..................................................................................................................... 46-49
The emotions of others ................................................................................................................... 50-53
Health information and messages ................................................................................................. 54-57
Contributing to healthy and active communities .......................................................................... 58-81
Healthy, safe and active classroom ............................................................................................... 58-61
Healthy, safe and active playground ............................................................................................. 62-65
Enjoying outdoor activities ............................................................................................................. 66-69
We are one, but we are many ........................................................................................................ 70-73
International cuisine ....................................................................................................................... 74-77
Stories from many cultures ............................................................................................................. 78-8 I
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1
. 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 varying number of units.
Each unit contains a teachers page and three supporting pages.
TEACHERS PAGE
• Details of the lesson are
Three supporting pages follow each teachers page.
SUPPORTING PAGES
•· ·················--+ Suggested resources
needed to teach the unit
are given. These may
include the following student
pages, and other supporting
materials
+ Answers may be included
-----· + Suggested assessment
activities are stated
--------· + Going further gives
suggestions for extending
the lesson provided, or
ideas for other lessons
The supporting pages vary in content and purpose. Some may be student blackline masters; others may be teacher
resources such as stories, games, cards, scenarios or templates that teachers can use to implement the lesson,
complete other lessons or provide differentiation within the lesson.
' + The title of each supporting page
+ The relevant i !
links it to the teachers page
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Being healthy, safe and active
The lesson
Introduction
• Divide the class into small groups to spend ten
minutes brainstorming a definition for 'personal
identity'.
• Come together as a class and select a speaker
from each group to read their group's definition.
Development
• As a class, read and discuss the information on
page 3. Discuss how the definition compares
to the ones devised by each group. Select
students to explain in their own words what
they think personal identity is as defined by the
group activity and the information provided on
page 3.
• Discuss the things that contribute to personal
identity. Are there other influences not
mentioned on page 3 that you feel should be
added?
Differentiation
Groups may be provided with their own copies
of page 3 to compare to their group definition.
• Ask each student to complete an individual
personal identity profile using page 4. Students
write specific examples for selected categories
from page 3 to complete page 4; e.g. for 'talents
and abilities', a student may write 'I am great at
IT'.
Differentiation
The personal identity profile may be completed
as an art and craft activity. The teacher or an
adult helper traces around each student's head
profile created by a shadow thrown onto black
cardboard pinned to a wall. Students can then
divide the 'silhouette' into sections and write
specific examples using coloured pastels or
crayons. (The completed cut-out profiles may
be displayed.)
Conclusion
• Select students to display and talk about their
completed personal identity profile on page 4.
'
Content description
Explore how success, challenge and failure
strengthen identities (ACPPS033) 0
Resources
• Large pieces of paper or small wipe-off boards and
markers for brainstorming
• One copy of page 3 enlarged or scanned for the
whiteboard
• One copy of page 4 for each student
Assessment
• Can the student identify factors that influence
personal identity on their own copy of page 4? (Or
its alternative as mentioned in 'Differentiation'.)
Going further
• Students complete page 5 to identify specific
people at home, school or in a friendship group who
have helped shape their personal identity. Some
discussion may be needed and more examples
given, to assist students. Students will also be
identifying ways they have influenced others in a
positive way. Examples might include taking a friend
to join a club and thus developing their friend's
interests or hobbies.
NOTE: All influences-both positive and negativeshape
a person's identity. For the purposes of this
unit, only positive influences have been considered.
Negative influences such as bullies will also have
a great influence on a person's identity. Students
who include negative influences in their answer
for question I on page 5 should be given sensitive
consideration.
• Ask students to write a list of specific personal traits
or physical features inherited from their parents; e.g.
'I'm stubborn like my dad; I have Mum's big, brown
eyes; I'm a messy cook like my mum' etc. The list
may be supported by illustrations.
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.,. Persoriaf" i

.. Personal identity 2· 2· ··· ···
Being healthy, safe and active
My personal identity
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·. Personal identity··::.· 3 ···
Being healthy, safe and active
Your family, friends and school all help in the development
of you as a person with your own unique identity.
I. In each column of the table, write the name of one person
and how he/she has influenced your personal identity. One
example has been done to help you.
Home
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o.ll ke. b .. n,,e. ke.l,\
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foo tk n,, clu.
"'-O O."'-d.. I love. t!
School
You influence other people's personal identities, too!
Friends
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2. Choose one person for each group below. Write the person's name and one
positive way you influence or could influence their personal identity.
(a) home ______________________
(b) school ____________________ _
(c) a friend _______________________
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·· Strengthen identities
Being healthy, safe and active
The lesson
Introduction
• As a class, read the information on page 7
about two different sportspeople.
Differentiation
Teachers may select students to read particular
paragraphs aloud.
• Discuss the information about each
sportsperson, identifying the challenges,
failures and successes each faced.
Development
• In small groups, students use paper or wipe-off
boards to list some qualities that enabled each
sportsperson to achieve success. Is persistence
one of the qualities? Is it important? Why?
• Students complete page 8 to identify ways
to respond positively to new challenges or to
failures, and write positive self-talk for a specific
situation.
• As a class, discuss the positive ways of dealing
with failure and new challenges as listed in
question I on page 8. Are there other positive
ways?
• Select students to read examples of positive
self-talk they used to answer question 2 on
page 8. Which ones are used the most?
Conclusion
• Challenge students to make up one sentence
that uses the words 'success', 'strong identity',
'challenge' and 'failure'.
Differentiation
If this proves too difficult, students may
compose two or three sentences, or work in
pairs.
Content description
Explore how success, challenge and failure
strengthen identities (ACPPS033) 0
,
Resources
• One copy of page 7 to read with the class-either
as an enlarged hard copy or scanned for the
whiteboard
• Large pieces of paper or small wipe-off boards,
markers
Assessment
• Make a hive of 'Bee Positive' bees like the example
below. On the back of a template or a studentdrawn
bee shape, the students write one positive
way to respond to failures and new challenges.
Alternatively, students could be asked to write one
example of self-talk on the back of the bee shape.
Going further
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• Students complete page 9 about undertaking a new
activity or challenge.
• Divide the class into small groups to complete one
of the challenges from .
After completing the activity, students share
information about how they worked together and
overcame challenges as a diverse group.
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.,. Strengthen identities .:..: 1 ···· ·;
Being healthy, safe and active
Bethany Hamilton
Bethany Hamilton loved to surf. Because she lived in Hawaii with
its beautiful beaches, it was easy to indulge in her great love.
Before she was a teenager, Bethany was winning important
surfing competitions.
One day when Bethany was 13, she was surfing with friends. As
she lay on her board with her left arm dangling in the water, a
14-foot tiger shark attacked her and severed her arm just below the shoulder.
Three weeks after being attacked, Bethany was back in the water, determined
to continue surfing. This was not so easy. She had to adapt a custom-made
board, making it longer and thicker, and adding a handle for her right hand. She
increased her kick to make up for not being able to use her left arm.
The following year, Bethany entered her first competition since the accident.
From that time, she has been consistently winning competitions.
Today, she uses a standard surfboard to compete.
Her inspirational story showing the challenges she faced was made into a
movie called Soul surfer.
Steven Bradbury
Steven Bradbury was a speed skater. In 1994, he was part of the four-man,
short-track relay team that won Australia's first Winter Olympics medal. After
that he had some success but he was involved in numerous crashes.
That same year, another skater's blade sliced through Steven's right thigh
cutting four muscles. He survived and received over I 00 stitches to his thigh. It
took 18 months to regain his strength.
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Four years later, Steven broke his neck while training and was told he would
never skate again. He was determined to prove his worth and overcome his
disastrous record of crashes.
· : In the 2002 Winter Olympics, Steven qualified for the finals.
: . .J He knew he wasn't the fastest skater and he was also one
of the oldest. Regardless, he was determined to do his best,
and if his opponents crashed he would seize the opportunity
to take a medal. In the final corner, that's exactly what
happened. The leaders crashed and Steven sailed past
with arms raised-the winner of an individual Olympic gold
medal!
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Being healthy, safe and active
Everybody fails sometimes. Everybody faces new challenges from time to
time.
I. There are many ways of dealing with failure and new challenges.
From the list below, tick the ways you think are positive.
• Ask for help only after 'having a go' first. D
• Keep trying-be persistent. D
• Use self-talk-say positive things to yourself. D
• Be confident-think that you can do it. D
• Ask someone to show you how it's done. D
• Try a few times, then if it doesn't work, give up. D
Thinking of positive messages to 'tell' yourself is a good thing to do when
something isn't working out the way you hoped.
2. Imagine you had a 20-word spelling test and you really wanted to get every
word correct, but you made two errors. What are some positive things you
could tell yourself? Add ideas to the list.
• 1 olol Vl,t, best all\,ol 1.120 s " ver goool V!,t,t:fr .
• I'll -practse viaroler to learll\, tvie worols for tvie 11\,e.xt test. I Vl,t,gvit get" better
Vl,t,Qr.
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Being healthy, safe and active
Trying a new activity or challenge can be exciting, but it can also make us
feel nervous in case we are not successful. However, trying new things is
important-it can make us feel good about ourselves and make us stronger.
I. Think of a new activity or challenge you would like to try. It might be learning
a new sporting skill or game, eating more healthily, learning a magic trick,
getting over fear of the dark or spiders, or trying a new hobby.
Complete the table about your activity/challenge.
My activity or challenge:
Why do I want to try it? What could I learn?
My feelings about trying it are:
If I don't have a go at this activity, I might ...
2. List up to five steps to take towards achieving this activity/challenge. Write
each step in a different colour. For each step, write a reward to give yourself
to help you on your way.
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·· Changes
Being healthy, safe and active
The lesson
Introduction
• Display page 11, then read and discuss the
information provided in the diagram. Use the
diagram to relate specific examples for each
section to tell how you (the teacher) are a
physical, social, emotional and cognitive being.
For example, Mrs Johnstone likes jogging
(physical), gets angry when she cooks a dish
that fails (emotional), likes learning a new
language (cognitive), and has friends at work
and the gym (social).
• Select students to give examples for each part
as it applies to themselves.
Differentiation
Teachers may ask students to draw up their
own physical, social, emotional and cognitive
circle and write to fill in each section.
Development
• Ask questions such as: Do these parts stay the
same? Have you changed physically from the
way you were last year or the year before? Do
you have the same friends now that you had
when you were a toddler? Do you express your
feelings in the same way as you did when you
were a baby? Can you do more than you could
when you were younger? etc.
• Students complete page 12 to identify physical
changes.
Differentiation
Teachers may ask students to complete a
social, emotional and cognitive changes table
similar to that on page 12.
Conclusion
• Is change good or bad? Why/Why not? Discuss.
Content description
Explore strategies to manage physical, social
and emotional change (ACPPS034) 0
Resources
• One copy of page 11 to read with the class-either
as a hard copy or scanned for the whiteboard
• One copy of page 12 for each student
Assessment
• Completed students copies of page 12 will indicate
whether they can identify a physical change.
Going further
• Changing situations affect us physically,
emotionally, cognitively and socially. Read and
discuss the scenarios on page 13. Identify the type
of change the situation creates. (There are often
more than one at a time.) Then think of ways to
cope with each change. Students suggest strategies
to cope with the changes in each scenario. Some
suggested strategies may include joining in with
school and community groups; asking for help;
talking to friends or an adult; asking questions to
find out more; being assertive; breaking down tasks
into smaller, manageable chunks; saying some
positive self-talk; trying to be more sociable and
adding to your social circle; walking away; being
persistent and so on.
• Create 'Then and now' posters. Students fold a
sheet of A3 paper in half and label one side 'Then'
and the other 'Now'. Students can select an age-2,
3, 4 or 5 years-for the 'Then' side. Students
complete each side using copies of photographs,
notes (such as 'I used to suck my thumb.') and/or
drawings of things they liked doing.
• Students write a list of trusted people they can talk
to if they have questions about changes.
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Being healthy, safe and active
People are unique individuals made up of different parts.
I am a physical being.
I have a human body.
I am an emotional being.
0
I have feelings.
0
<
An individual
I am a social being.
I have family and friends.
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I am a cognitive being.
I think and learn.
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Physical changes to your body include growing taller, becoming
stronger and getting adult teeth. Some people don't like some
physical changes, while others don't mind them. We have no
control over most physical changes.
Complete the table to tell how you have changed physically from
when you were younger. Explain how you feel about each change.
Add a physical condition of your choice.
My height
My facial
appearance
My hair
(colour,
thickness,
length, style)
How has it changed?
Being healthy, safe and active
How do you feel about the
change?
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My teeth
12 Australian Curriculum Health (Year 3)
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We are moving to our
new house. We have
been building it for ages.
It's really great and I have
a big room all to myself.
Unfortunately, the house
is in a different suburb
and I have to go to a
new school. I'm feeling
worried.
Yesterday, Kristy got mad
when I suggested some
steps for the dance we
were making up in the
playground. She flounced
off in a huff and wouldn't
speak to me all day.
I've started playing
netball after school. I love
running and I can move
the ball around well, but
I'm having a bit of trouble
understanding the rules.
My dog, Cindy, died. She
was 12 years old. She
has been a big part of our
family for so long. I really
miss her!
I've lost my front teeth
and I'm still waiting for my
new adult teeth to grow.
I don't like to smile or
laugh.
We've just spent two
weeks at the beach on
our holiday. Today, one
of the girls in my class
called me 'Spot' because
I have so many freckles.
Being healthy, safe and active
My best friend Zoe was
away one day. I usually
only play with her and
no-one else. I was so sad
and lonely all day.
Mr Scott showed the
class a new strategy to
use in maths but I don't
really understand it at all.
I walk home from school
with my big brother.
Today, my best friends
Dan and Mike walked
with us because Dad said
they could come over
to play. My brother kept
picking on me in front of
my friends.
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"
I used to be about the
same height as the other
kids in my class. This
year I've grown so much
that I'm taller than anyone
else. I feel out of place.
. .
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One of the popular
girls laughed at my old
school shoes. I was very
embarrassed.
Mum said my hair needed
cutting so I picked a new
style from a magazine.
It was really short but I
thought it was really cool!
The next day at school
one of the kids said I
looked like a boy instead
of a girl.
Australian Curriculum Health (Year 3) 1 3

·· Learning· t«f look after myself··
Being healthy, safe and active
The lesson
Introduction
• Display some internet images of warning
signs. Explain that our bodies have ways of
warning us when we are feeling unsafe or
uncomfortable.
• Students suggest some signs our bodies
might exhibit if we are feeling unsafe or
uncomfortable. List some of these on the board.
Development
• Students read the scenarios on page 15
individually, underline the physical warning
signs and write about one situation where they
felt unsafe or uncomfortable.
Differentiation
Students may complete question I on page 15
in pairs, with capable students helping less
capable students by reading the scenarios
together. The pairs can complete question 2
independently.
Alternatively, teachers may choose to complete
page 15 as a whole-class oral activity as long
as they are sensitive to student responses to
question 2.
• Taking notice of physical warning signs is
the first step in learning to deal with unsafe
or uncomfortable situations. Review all the
scenarios on page 15 again and discuss
strategies to deal with each situation.
Conclusion
• View some posters that show a variety of
early warning signs. Visit the sites listed in
'Resources'. Compare the signs listed on these
sites to the ones compiled by the class in the
'Introduction'.
Content description
Describe and apply strategies that can
be used in situations that make them feel
uncomfortable or unsafe (ACPPS035) 0
Resources
• Internet images of warning signs like the one below
(Alternatively, teachers may create one from bright
cardboard.)
• One copy of page 15 for each student
• Early warning signs posters at and
Assessment
• On a sheet of A4 paper, students write the word
'strategies' down the left hand side of the page in
capital letters. This forms the basis of the acrostic.
Students use the letters to write strategies to use in
unsafe or uncomfortable situations.
Going further
• Read the book The mouse, the monster and me:
Assertiveness for young people by Pat Palmer with
the class over a number of days, then discuss the
various ways of being assertive on page 16.
• Students need to be aware of places they can go
if they are feeling unsafe and trusted people they
can ask for help if they need it. Students complete
page 17 by writing the names of safe places in the
local area and trusted people who can help them
when they are feeling unsafe.
• Students draw a simple body shape to fill an A4
page. Alternatively, students can trace a large
gingerbread-man cookie cutter or use a template.
On and around the body, students write and draw
physical warning signs that may be experienced in
unsafe or uncomfortable situations. Students can
use this visual reminder that they are in an unsafe
or uncomfortable situation and they need to use
follow-up strategies to return to a state of safety or
comfort.
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Being healthy, safe and active
Our bodies give us warning signs when we are -----------,
feeling unsafe or uncomfortable.
I ffi WARNING
I. Read each situation then underline the warning
signs.
(a) We're doing a science test today
and I didn't study. I am getting a
really bad headache.
(c) I'm sleeping over at Brad's
tonight. I really like Brad and we
have fun together at school, but
his older brother is really big and
mean-looking. I have butterflies
in my stomach and my throat is
dry.
(e) I hate walking home from school!
I have to go past Mr Stack's
house. His dog barks loudly and
jumps up on the fence whenever
anyone gets close. My heart is
pounding and I am shaking all
over.
(g) I really don't like cats. Whenever
I visit Aunt Joan's house with
Mum, I have to deal with her two
pets. The hair on the back of
my neck stands up and my toes
curl up every time they rub up
against me.
2. Write about a time you felt unsafe or uncomfortable.
(b) I went to Gran's today and a
group of her friends were there.
Gran kept bragging about things
I've done. My face got really red
and I felt hot and sweaty.
(d) I have to read my poem in
assembly today. I'm very proud
of my poem and so is my
teacher. There will be lots of
people there watching me. My
knees are shaking and I feel like
throwing up.
(f) Oh no! The older girl who keeps
picking on me at school is at
netball training. Her mum is our
new coach. My legs feel like jelly
and I have goosebumps all over
my skin.
(h) I borrowed my teenage brother's
computer to play a game. When
I opened one of the files, I found
some pictures. My eyes grew
wide, my eyebrows shot up and
my muscled tensed up.
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R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 3) 15

Being healthy, safe and active
Be assertive (strong and respectful)
Use 'I' statements to say what happened (or
the behaviour that you did not like), how you
feel, and what you would like to happen.
If you say something and
mean it, keep saying it
over and over.
Think about your choices and
make good decisions.
BE ASSERTIVE
-STRONG AND
RESPECTFUL
Learn some
assertive phrases
like 'Stop!', 'No!'and
'No more!' to say,
and practise saying
them in a strong,
clear voice.
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Don't be afraid to ask for
help if you need it.
Stand up tall, head high and look
straight at the person.
Walk away and keep
yourself safe.
16 Australian Curriculum Health (Year 3)
R.I.C. Publications ® www.ricpublications.com.au

Being healthy, safe and active
eople I trust to help keep me saf
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Australian Curriculum Health (Year 3) 17

··· Stay safe iri different places ···
Being healthy, safe and active
The lesson
Introduction
• Divide the class into small groups and spend
ten minutes brainstorming to list familiar
water safety rules. (This activity could be a
competition to see which group comes up with
the most correct rules.)
Development
• Provide each student with a copy of page 19.
Students write the six water safety rules they
feel are the most important. One rule should be
written on each section of the shield.
Differentiation
Teachers may choose to use page 19 as an
introductory activity and ask students to come
together to share their ideas after completing
the worksheet individually.
• Discuss the rules suggested by students.
Decide which ones relate to beach safety, or
safety on or near lakes, rivers or waterways.
(They can relate to more than one.)
• Hold a sharing time where students tell of
personal experiences where others have not
followed water safety rules. Some recent news
articles may be given as examples.
Conclusion
• Discuss other places or situations where rules
and behaviours are in place to keep people
safe.
• What would happen if we didn't have rules to
keep people safe in different places? Discuss
students' responses.
Content description
Describe and apply strategies that can
be used in situations that make them feel
uncomfortable or unsafe (ACPPS035) 0
Resources
• Large pieces of paper or small wipe-off boards and
markers for brainstorming
• One copy of page 19 for each student
Answers
Page 20
Pedestrian safety-Look both ways before crossing
the road (Also applies to bicycle safety.); Never play
or stand behind a car parked in a driveway; Follow
the directions of the school crossing guard; Cross
with an adult (Also applies to bicycle safety.)
Passenger safety-Do not distract the driver; Always
wear a seatbelt when travelling in a car; Exit the car
on the footpath side, not the road side
Bicycle safety-Ride in the same direction the cars
are going; Always wear a helmet when riding a
bicycle; Walk your bicycle across a crossing
Assessment
• Completed copies of page 19 will indicate if students
can describe a number of rules or behaviours to
keep themselves safe in, on or near water.
Going further
• Use page 20 with students to identify rules and
behaviours to be safe on the road. After the
worksheet is completed and the answers are
checked, decide which two rules belong in both
pedestrian and bicycle safety. Discuss the rules
and allow students to add extra rules they deem
appropriate.
• Discuss the strategies and rules on page 21 and
ask students to suggest situations where the
strategies and rules may need to be applied.
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Differentiation
This activity may be completed as a class, in small
groups or in pairs.
• Review the school playground rules and discuss
how these are used to keep everyone safe.
18 Australian Curriculum Health (Year 3) R.I.C. Publications ® www.ricpublications.com.au

Stay safe in different places-r· .. ·-·
Being healthy, safe and active
Personal safety often depends on following rules and behaviours in different
places and situations. How many safety rules do you know that help you protect
yourself on or near water? Write six of them on the protective shield below.
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R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 3) 19

···stay· safe ii1

,
'
Use sunscreen, clothing,
a hat, sunglasses and
shade to protect yourself
when playing in the sun.
Don't play on equipment
that has sharp or rusty
surfaces.
Do not approach
unfamiliar dogs.
Don't touch the private
parts of another person
or let them touch yours.
(You are the boss of your
body!)
Don't do what other
children are doing if it
doesn't feel 'right' to you.
Use play equipment that
is best suited to your age
and abilities.
Play where an adult can
supervise you at the park.
Find a friend or a safe
place to go.
Handle and play with pets
gently.
Say 'No!' in a strong
voice, then run away.
Be careful using play
equipment that does
not have a soft surface
beneath it.
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Don't pick, smell or taste
unfamiliar plants. Not all
plants are safe!
Don't speak to strangers
or people you only kno
a little unless a parent is
with you.
Don't keep secrets if
they make you feel
uncomfortable. Nothing is
so bad that it can't be told
to a trusted person!
Stay inside the fenced
play area.
R.I.C. Publications ® www.ncpublications.com.au
Australian Curriculum Health (Year 3) 21

... Dangerous h"ouseholtf sutistailces
Being healthy, safe and active
The lesson
Introduction
• Display the items listed in 'Resources' and
ask students to name them and explain what
they are used for. Introduce the term 'drugs'
(if it does not arise during the discussion of
the items). Ask students to explain what drugs
are or give a definition. How do you know the
substances are drugs? (Students may make
reference to the packaging or warnings.)
Development
• Provide each student with a copy of page 23.
Together, read the instructions and the words to
be used in the cloze activity, then allow students
to complete the worksheet independently.
Differentiation
Teachers should roam the room and assist
those who need help. Alternatively, students
can work in pairs to complete the worksheet.
• Ensure students read the completed cloze to
reinforce the information presented.
• On the back of the worksheet, ask students
to write the names of any drugs kept in their
house-used either by them or their parents.
Conclusion
• Come together as a class and ask students
to define the word 'drugs'. Discuss how this
definition compares to those discussed at the
beginning of the lesson.
• Select students to share an item from their list
of dangerous substances in question 2. Other
students can indicate if the item is on their list
or add additional items.
Content description
Describe and apply strategies that can
be used in situations that make them feel
uncomfortable or unsafe (ACPPS035) 0
Resources
• A bottle of tablets or medicine, painkillers, cold and
flu tablets etc. to introduce the lesson
• One copy of page 23 for each student
Answers
Page 23
I. (a) tablets
(d) pharmacy
(g) forms
2. Teacher check
Page 24
(b) legal
(e) carefully
(h) puffer
(c)
(f)
doctor
harmful
(Answers in order from left to right and top to bottom)
children, original, containers, labelled, temperature,
sight
Assessment
• Safe storage of dangerous household substances
is essential. Ask students to create a medicinethemed
booklet using the shapes on page 24, by
completing the sentences and adding two additional
ideas of their own, if possible. The page shapes are
then stapled together with the cover page, with the
booklet title on the front.
Going further
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• Discuss how and where medications are stored at
school if students need to take them during the day.
Consider the reasons why some students need to
take medications at school.
• As a whole class or in pairs, students read and
discuss the scenarios on page 25. Students
consider what they would do in each situation and
why.
Differentiation
More capable readers can work with less capable
readers if students work in pairs to read and discuss
the scenarios.
• As a class, record some generic replies or
strategies to use when confronted with drugs.
22 Australian Curriculum Health (Year 3) R.I.C. Publications ® www.ricpublications.com.au

Being healthy, safe and active
I. Complete the cloze using the words below to find out information about drugs.
pharmacy
tablets
harmful
doctor
forms
carefully
legal
puffer
Chemicals that change the way the body works are called drugs.
Medicines and ________ (aJ are used to treat a disease and
make you feel better. They are _______ (bl drugs because they
are prescribed by a

------
------ V
I
I
I.
I
I
I
I
\\..
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------
Dangerous
substances
should be kept out
of reach of
ch
I
I
\
\
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I
I
------
Being healthy, safe and active
I
I
\
Ir
Dangerous
I substances should
be kept in their
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------ ------ ------
......_ _____ __... ......_ _____ __... ....._ _____ __...
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should be kept in
childproof
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...._ _____ __...
-- - - - -
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Dangerous
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....._ _____ __...
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------ v
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-- - - - -
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I. \
Medications
I
should be stored at
the correct
\'\..
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...._ ----- __...
I
------
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I
I
I
I
Ir \
I
I
....._ ----- __...
,//
24 Australian Curriculum Health (Year 3)
R.I.C. Publications ® www.ricpublications.com.au

Being healthy, safe and active
How would you respond? What would you do?
Doug is having a barbecue with his family and
his neighbours. Everyone is having a great
time. They are laughing, eating and drinking.
Jack, their neighbour, offers Doug a sip of his
beer.
Sophie's teenaged sister, Tamsin, drinks an
energy drink each day. She says they help
her stay awake at school and keep her energy
levels up. Tamsin tries to encourage Sophie
to drink them too. Sophie learnt at school that
energy drinks contain a lot of caffeine, and too
What should Doug do? Surely one sip wouldn't much caffeine is not good for you.
hurt!
Jake had a terrible cough last night so his
mum gave him some medicine to ease it. The
next day, after school, Paul, Jake's friend
came over to play. During the game, Paul
began coughing. Jake asked Paul if he would
like some of the cough medicine his mum
gave him.
What should Geor_qette do?
After school, Beau goes to his mum's cafe to
wait until she finishes work. While he's there,
he finishes his homework. The waitress, Nora,
offers Beau a can of cola and a chocolate bar
every day. At school, Beau learnt that food
and drink that contain caffeine (like chocolate
bars and cola) shouldn't be consumed every
day.
What should Beau do?
What should Sophie do?
Alex is walking home from school with his
mate, Sean. Sean takes a cigarette from his
bag, lights it up and begins to smoke it.
'Would you like a smoke, Alex?' asks Sean.
'It's really cool to smoke.'
What should Paul do? His throat is getting What should Alex do? He'd like to be cool, too!
really sore from coughing.
Georgette's mum is drinking lots of coffee. She . .
has been working really hard and is feeling Marty 1s _ six years old and has ? sthma. He h _ as
very stressed. She says it helps her cope (and been using a puffer for a long time to help him
it keeps her weight down!).
breathe when he has an attack. He always has
a puffer in his bag. One day, at cross country
Georgette is worried that her mum is ruining training he notices his brother's friend Kyle,
her health by drinking too much coffee. She puffing and breathing hard. He offers Kyle his
knows too much caffeine is not good for puffer.
anyone!
What should Kyle do?
Last night Kelly had a bad headache. Her
mum gave her a tablet made especially
for children and her headache went away.
Today Kelly had a bad day at school and her
headache has returned. It's really annoying
her. She knows where her mum keeps the
tablets.
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What should Kelly do? Surely another tablet or
two wouldn't hurt?
Hayley and Sienna are best friends. Hayley is
happy when Sienna comes over to her house
to play. However, Hayley does not like playing
at Sienna's house. Both of Sienna's parents
smoke and Hayley can't breathe when she
goes there to play.
What could Hayley do? She does not want to
get sick from passive smoking.
Chocolate bars are Lisa's favourite treat. Her
friend gave her a chocolate bar for morning
tea. At lunchtime, her friend offers her two
more because she has plenty. Lisa knows
there is caffeine in chocolate bars and that
having too much caffeine in a day is not good
for you.
What should she do? She loves chocolate!
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 3) 25

···Healthy eating ------------------
Being healthy, safe and active
The lesson
Introduction
• As a whole class, brainstorm a variety of
regularly eaten foods. As the foods are
suggested, consider the best ways to group
them. (Students may suggest identifying foods
as healthy or unhealthy, or dividing them into
familiar food groups.)
Development
• Provide each student with a copy of page 27.
Students follow the instructions to complete the
worksheet in conjunction with the website.
• Form groups of four and ask each group
to select a recorder and speaker. Students
compare the foods they listed on the diagram
and those listed in the groups mentioned in
question 3. Determine which food groups are
commonly eaten by group members. The
recorder lists these on paper. Students then
look at the groups ticked in question 4 and
determine which groups students commonly eat
too often. The recorder lists these on paper as
well. Finally, students decide if, as a group, they
drink enough water. A sentence is written about
this by the recorder on the paper.
Differentiation
Student discussion groups should be composed
of a mixture of abilities so students can work
together and assist each other. Students who
are less likely to share ideas may be chosen to
be recorders.
Conclusion
• Groups combine as a class and the speakers
present their findings.
• Combine the group findings to write a few
generalisations about the eating patterns of
students in the class.
Content description
Identify and practise strategies to promote
health, safety and wellbeing (ACPPS036) 0
Resources
• Computer access to view the Australian Guide to
Healthy Eating at
• One copy of page 27 for each student
• Blank sheet of A4 paper for recorders to use during
the group activity
Assessment
• Provide each student with a paper plate. Ask them
to divide the paper plate into approximate divisions
to replicate those of The Australian Guide to
Healthy Eating. (Alternatively, teachers could have
the divisions already drawn on the paper plate,
or provide a template like that on page 27.) Ask
students to list in each section one or two foods
they could eat more often to develop healthier
eating habits.
Going further
• Following the general activity about The Australian
Guide to Healthy Eating as presented in the main
lesson, students use page 28 to complete a food
diary at home for a week. Once completed, students
can form groups and discuss their food diaries to
see how they compare with the general activity
completed using page 27.
• Use the cards on page 29 to play 'Swap it'. Make
five or six copies of page 29, and laminate and cut
out each set. Divide the class into five or six equalsized
groups then provide each group with a set
of the cards. Set a time limit such as 20 minutes.
During that time, groups must write healthier
choices for each food illustrated on the cards. The
healthier choices must not be repeated, so students
have to think of 18 different choices. Groups
receive one point for each healthier choice. Some
discussion may be required to decide if the choices
are healthier or not. A group discussion may also
decide on the healthiest choice for each food
pictured on a card.
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26 Australian Curriculum Health (Year 3) R.I.C. Publications ® www.ricpublications.com.au

Being healthy, safe and active
I. Log on to and look at the information in the
Australian Guide to Healthy Eating.
2. In each section of the diagram, write foods from the guide that you eat regularly.
3. For each group below, write two different foods you eat regularly.
(a) foods eaten in small amounts
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(b) only sometimes and in small amounts
4. Place a tick next to the foods in question 3 that you think you eat too often.
5. I drink plenty of water each day. Yes D No D
R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 3) 27

Being healthy, safe and active
I. Keep a record of what you eat and drink for a week by
making tally marks in each section.
Food group
Grain (cereal) foods, mostly
wholegrain and/or high
cereal-fibre varieties
Vegetables and legumes/
beans
Lean meats and poultry,
fish, eggs, tofu, nuts and
seeds, and legumes/beans
Milk, yoghurt, cheese, and/
or alternatives, mostly
reduced fat
Fruit
Water
Oils and butter
Sugary and fatty foods like
soft drinks, sweets, chocolate,
cakes, crisps, processed
meats, fried food
My diet for: __________ date(s)
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2. Decide how well you are following the Australian Guide to Healthy Eating then
rate your eating pattern by circling one rating on the scale.
Badly Not very well Well
® © ©
3. Write one way you could follow it better.
Really well
©
Brilliantly
28 Australian Curriculum Health (Year 3)
R.I.C. Publications ® www.ricpublications.com.au

'Swap it!' cards
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Being healthy, safe and active
+------
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+ - - - - - -
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R.I.C. Publications ® www.ricpublications.com.au
Australian Curriculum Health (Year 3)
29

··· Be ni"ore active
Being healthy, safe and active
The lesson
Introduction
• Display the physical activity pyramid on
page 31. Read and discuss the information.
Look at the type of activities on each level, how
much time should be spent on each, and the
types of activities done every day, often and the
least. Highlight the words 'sedentary', 'physical'
and 'intensity'.
Development
• Find out how active students are by using
page 32. Sort the class into pairs to complete
the interview sheet. Students take turns
asking each other questions and recording the
responses. Students then receive their own
interview sheets.
• As a class, share responses to questions I to 6,
but especially question 7 where they indicate
whether they are physically active enough.
Differentiation
Teachers may ask pairs to swap partners so
students can share their responses with a
different class member. This may be repeated a
number of times if desired, rather than sharing
in a whole-class situation.
Conclusion
• Select students who answered 'More than
enough' for question 7 on the interview sheet to
share the types of physical activity they do and
the amount of time spent doing them.
• Review the physical activity pyramid and ask
students to identify activities they could do to
increase the amount of time they are physically
active each day or week. Students may identify
physical activities they would like to try such as
yoga.
Content description
Identify and practise strategies to promote
health, safety and wellbeing (ACPPS036) 0
Resources
• One copy of page 31-enlarged hard copy or
scanned for the whiteboard (Alternatively, teachers
can use one found online.)
• One copy of page 31 for each student to use as an
interview sheet
Assessment
• Completed student copies of page 33 will indicate
if students can identify ways to be more physically
active each week.
Going further
• As a class, make a list of activities to do during the
school day to increase physical activity. Write them
on cards and select one to do each day. Add to the
cards as ideas arise until there is a good collection.
• Hold a 'We're physical' day where students bring
sports uniforms, karate clothes, dance costumes
etc. into class and share with others the physical
activities they engage in. Students can demonstrate
tai chi, karate or yoga moves, or dance steps and
encourage others to try them.
• Consider using some tai chi moves like those at
or yoga poses like
those at
as lesson breaks during the day.
• Invite coaches from local sporting clubs to talk to
the class about their sport.
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30 Australian Curriculum Health (Year 3) R.I.C. Publications ® www.ricpublications.com.au

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Build up to at least
3 hours each day
Physical activity pyramid
-
.;s
Do the least
;f • Watching
(§' TV or DVDs•
• Playing computer
§' games•
0 • Sitting for more than 30
c; minutes at a time •
No more
than 2
hours
each day
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2 or 3 times a week
[ Leisure J Strength and '%
flexibilit
•Swinging•
• Rope climbing • % ·
•Tumbling• • Push-ups/Pull-ups • · ·
• Canoeing • • Bowling • • Martial arts• •Dancing• d\ .
• Mini golf• • Gardening • • Tai chi ••Yoga•• Stretching •
- ·------ -- ------
between 3 and 5 times a week
Aerobic activities Recreational activities
(at least 30 minutes each day) (at least 30 minutes each day)
.
• Skipping with a rope • •Soccer• • Basketball •
• Swimming • • Skateboarding • •Tennis• • Volleyball •
• Running around • • Dancing •
•Hiking•
• Rollerskating •
(everyday)
[ (as much as possible) J
• Taking the dog for a walk• • Walking or riding a bicycle instead of going by car •
• Doing chores at home or in the yard •
• Playing outside or in the park • • Tidying up toys • • Using the stairs instead of the escalator or lift •
·
.
=

Being healthy, safe and active
Interview sheet-How active are you?
Name of student interviewed
"I
I. How often do you engage in 5. How often on the weekend do
physical activities at school?
you do something physically
0 Every break
active?
0 Sometimes
0 On both days
0 Hardly ever
0 On one day
2. How many hours do you
0 Not at all
exercise each week?
6. How do you get to school?
0 Over 4 hours 0 Walk or cycle
0 Between 2 and 4 hours 0 Public transport
0 Less than 2 hours 0 By car
3. How often do you walk or cycle 7. How would you rate the amount
somewhere?
of physical activity you do each
0 Almost always
week?
0 Often
0 More than enough
0 Hardly ever
0 Enough
4. How much time do you spend
0 Not enough
on the computer or watching TV
each day?
0 2 hours or less
0 Between 2 and 4 hours
0 More than 4 hours
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\.
\.. '-
32 Australian Curriculum Health (Year 3) R.I.C. Publications ® www.ricpublications.com.au

... B e more active ...: 3· ······ ·
Being healthy, safe and active
Be more active challenge
Your task is to try to add more physical activity to each day for a week.
Record the things you do each day and, in colour, highlight the changes you have
made or new things you have tried.
Day and date
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Physical activity
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Sunday
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Australian Curriculum Health (Year 3) 33