RIC-20010 AC Health (Year 3) Communicating for health and wellbeing

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Australian Curriculum Health (Year 3) 

Published by R.I.C. Publications ® 2016 

Copyright @ R.I.C. Publications ® 2016 

RIC-20010 

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Australian Curriculum Health (Foundation) 







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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 . 

. 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 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 3) Ill

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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·-·· we're a ff iliff er ent an( l"that's g reat! ' ···· ·· · ··· · · ···· · ·· .. · 

Communicating and interacting for health and wellbeing 

The lesson 

Introduction 

• Read and discuss one of the texts listed in 

'Resources'. We are all unique beings-but we 

have similarities and differences that we should 

celebrate. Is it good to be similar or different to 

others? Why/Why not? 

Differentiation 

Teachers may elect to use the egg activity in 

'Going further' as an introductory activity if they 

wish. 

Development 

• Provide each student with a copy of page 35 to 

complete. Encourage students to attempt the 

section on religious beliefs and values, although 

it may be challenging. For physical features 

students can include hair and eye colour 

and other distinguishing features; for cultural 

background students may include the country 

where they, their parents and grandparents 

were born if applicable. 

• After the diversity wheels have been completed, 

ask students to move around the room finding 

different students to help them complete 

page 36. Students must find one student similar 

to and different from them in relation to each 

feature and write their name in the top section 

of each feature box. In the bottom section, 

students write a reason why it is good that the 

person is similar to, or different from, them. 

Ideally, students should try to find different 

reasons for similarities or differences. 


Since there are a large number of diversity 

features to investigate and reasons to write, 

teachers may ask students to complete only 

some of them. Alternatively, students may 

need to use extended time or another lesson to 

complete the comparison chart. 

Conclusion 

• Gather together as a class. Select students 

to orally share features and the reasons why 

similarities and differences are an advantage. 

' 

Content description 

Describe how respect, empathy and 

valuing diversity can positively innuence 

relationships (ACPPS037) G 

Resources 

• One green apple by Eve Bunting, The colors of us 

by Karen Katz, The namejarby Yangsook Choi 

(NOTE: A YouTube'" reading of One green apple 

may be found at ) 

• One copy of pages 35 and 36 for each student (For 

the best and easiest use of the pages, reproduce 

them back to back.) 

Assessment 

• Provide each student with one A4 piece of paper. 

Ask students to choose the most important reason 

for valuing similarities and differences from page 36. 

Students use this as the title for their artwork. The 

title is written on the piece of paper. This is the 

most important part, so should be completed first. 

The title will indicate if students can identify how 

diversity can enhance relationships. Students then 

use a black marker to trace around their hand and 

the hand of two other students. (They may select 

students whose names appear on page 36.) The 

hands should overlap. Students use coloured 

markers or oil pastels to create patterns, colours 

or designs on different sections of the hands. View 

some examples of overlapping hands artwork at 

. 

Going further 



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• Use the egg activity at to 

demonstrate that although we may look different on 

the outside Uust like a brown or white egg), inside 

we are all the same. 

• Students use the 'Valuing diversity' chatterbox to 

complete sentences about appreciating each others' 

similarities and differences. Instructions for folding 

a chatterbox can be found at . Ensure students start folding with the 

printed side face down. 

• Develop an online communication with a 'sister' 

school in another country. Communicate often, 

sharing school event information and learning about 

each others' similarities and differences. 

34 Australian Curriculum Health (Year 3) R.I.C. Publications ® www.ricpublications.com.au

,, .. We're all different and that's greaw..::·-r ........ ··· ., ... . 


"{ne VJheel of diversity 

Name 



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

Australian Curriculum Health (Year 3) 35

,, .. We're all different and that's great!·..:::· 2 ···· · · ····· ..... 

Diversity wheel comparison chart 


Feature 

Boy or girl 

Name 

Reason 

Someone similar to me 

Someone different from me 

Name 

Reason 

Age 

Physical 

features 

Family 

Religious 

beliefs or 

values 

Hobbies 

Name 

Reason 

Name 

Reason 

Name 

Reason 

Name 

Reason 

Name 

Reason 

Name 

Reason 

Name 

Reason 

Name 

Reason 

Name 

Reason 

Name 

Reason 



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Cultural 

background 

Name 

Reason 

Name 

Reason 

Abilities or 

talents 

Name 

Reason 

Name 

Reason 

36 Australian Curriculum Health (Year 3) 

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

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R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 3) 37

,, .. Understanding and· respectiilQ Others 

The lesson 

Introduction 

• Play 'The balloon game' following the 

instructions on page 39. Discuss how difficult it 

was to deal with all the differences; i.e. keeping 

all five balloons in the air at once. 

Development 

• As a class, look up the meaning of the word 

'empathy'. Work together to create a class 

meaning in one or two sentences. (Meanings 

may be similar to the following: Empathy is the 

ability to understand and imagine the feelings of 

others, and to respond in helpful ways.) 


Teachers may select more capable students 

to use an online or class dictionary to find the 

exact meaning, which can then be converted to 

appropriate everyday language for the students. 

• Discuss some ways to show empathy. Assist 

the students if necessary by supplying the 

following ideas: Listen to other people. Share 

your feelings with others. This will help them 

do it too; Be aware of what's going on around 

you. You will notice when someone needs 

help; Offer help; Imagine what others are going 

through. How would you feel if it happened to 

you?; Treat others as though they are important/ 

Treat them the way you would like to be treated; 

Be curious and show interest in others. 

• Divide the class into small groups to read and 

discuss the scenarios on page 40. Students 

imagine how the person is feeling and what 

they might be thinking. How would you feel if it 

happened to you? The students then work out 

what to do to help. 

Conclusion 

• Read the text Stand in my shoes: Kids learning 

about empathy by Bob Sornson. Discuss 

the ways the character in the book showed 

empathy. Could you show empathy in ways 

similar to the character in the book? What other 

ways do you show empathy? 




valuing diversity can positively influence 

relationships (ACPPS037) 0 

Resources 

• Five balloons for each pair of students, black 

markers for labelling balloons 

• One copy of page 40 for each group 

• Stand in my shoes: Kids learning about empathy 

by Bob Sornson (An online copy may be found on 

YouTube at ) 

Assessment 

• Ask students to copy the following sentence 

beginnings from the board and complete them: 

'Empathy means ... ' and 'I can show empathy by 

.. .' . Teachers may like to use a template of a pair 

of shoes for the students to write on and link the 

assessment to the story read in the 'Conclusion'. 

Going further 

• Read the definition of respect at the top of page 41 

and discuss. Students then write practical examples 

of ways respect is shown in various places. After 

completing the sheet, ask how showing respect 

helps people get along better and develop more 

positive relationships. (Another excellent and simple 

definition can be found at .) 


Students may work individually, or in pairs or small 

groups to complete this activity. 



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Teachers may show the class the clip at which gives a very simplistic 

view of 'respect'. 

• Ask students to carry out a research project about 

reconciliation in Australia. Students can use the 

following questions to guide their research: 

- What does reconciliation mean? 

- What does reconciliation look like in Australia? 

- By working towards reconciliation with Aboriginal 

and Torres Strait Islander people, is this showing 

respect towards them? The following websites 

may be used: and 

. 


·-··understanding an

·-··understanclirig and respecting Others ·.:..··2··· · · ····· ..... 

The class were having a disco. 

Everyone was asked to wear their best 

dance clothes and bring a plate of 

food to share. Elly arrived feeling very 

pleased. Her mum had just finished 

making her beautiful new red top and 

skirt. She thought she looked really 

great. Mum had made some fresh 

pikelets and topped them with butter 

and homemade strawberry jam. Karyn, 

Marnie, Dallas and Gerry made fun of 

Elly's homemade dress and pikelets. 

Jayne hates sitting next to Robert. 

Robert is sneaky. He does mean things 

to her. When Jayne works, Robert 

knocks her arm so her pencil makes a 

mark across her page. He pushes her 

pencil case, pad or books off the desk. 

Sometimes he empties crumbs from his 

lunch box over her things. He puts her 

backpack upside down on her hook and 

undoes the zip so things fall out, and he 

always tries to knock into her when he 

passes. 


Terry is shy. He doesn't raise his 

hand to answer questions. He doesn't 

play with other students. Last night 

his parents suggested that if he tried 

answering some questions, other 

students would see how clever he 

was and he might make some friends. 

Today, Terry put up his hand. When 

the teacher asked him the answer, he 

didn't know what it was because he 

was too busy working up the courage 

to put his hand up that he didn't think 

about the question. The other kids 

laughed at him. 

Solei has just arrived at the school. 

She comes from another country 

and although she speaks English, 

her accent is very strong and she is 

hard to understand. The teacher has 

introduced her to the class and asked 

them to make her feel welcome. Some 

students, however, have been making 

rude comments and pulling faces at 

her when the teacher isn't looking. At 

recess, Solei is standing by herself 

watching while the others play together. 



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Jed is normally a friendly, happy-golucky 

type of person. Lately, he has 

been very quiet. He spends a lot of 

time alone. He eats lunch away from 

the group, watches the others play 

and doesn't join in. Jed doesn't like 

playing at anyone's house after school 

anymore. When Justin asked what was 

wrong, Jed said, 'Nothing is wrong! 

Leave me alone!' 

Conrad (whose username is 'Kong') 

plays an online game called 'Super 

world'. His superhero avatar is much 

stronger than many others in the game. 

Kong likes picking on weaker players, 

especially one known as 'Parachute'. 

Using his superhero, Kong does 

nasty things to Parachute. Kong stops 

Parachute from gaining credits and 

sends him messages like 'I'll kill you!'. 


,,. Uitderstanditig an


The lesson 

Introduction 

• Read the poem on page 43 with the students 

and discuss. 


Teachers may select individuals, pairs or 

groups of students to read verses of the poem 

aloud. 

Development 

• After discussing the poem, students work 

independently to complete questions 2 

and 3. (NOTE: Different sources have 

different categories of bullying. Some use 

three categories-physical, social and 

psychological-although bullying actions often 

fit into more than one category. Simplified 

categories have been chosen for this age 

group.) 

• Mark questions 2 and 3 as a class. 

• Come together as a class and ask students to 

identify other examples of physical, verbal or 

social bullying. 

• Ask students to describe other acts of bullying 

they may have seen or experienced. (Teachers 

need to be sensitive and not expect students 

to share unpleasant situations if they don't feel 

comfortable.) Students need to be aware that 

'one-off' incidents-while reprehensible-are 

not considered bullying. Bullying is generally 

repeated over time. 

Conclusion 

• Review the poem and ask students to provide 

words to describe how they think Mitch was 

feeling while he was being bullied and how he 

might have felt after the bullying came to an 

end. 



valuing diversity can positively innuence 

relationships (ACPPS037) 0 

Resources 

• One copy of page 43 for each student 

Answers 

Page 43 

I. Teacher check 

2. (a) physical-direct contact between the bully and 

the target or their property 

(b) verbal-using words in a negative wayinsults, 

teasing, 'put downs' 

(c) social-humiliation, embarrassment or 

exclusion 

3. 

Physical Verbal Social 

• taking lunch • calling • spreading untrue 

• kicking in Mitch stories 

the shins names • getting Mitch excluded 

Assessment 

• Ask students to write an acrostic using the letters 

in the word 'bullying'. The acrostic should include 

information about types of bullying and how targets 

of bullying may feel. 

Going further 

• Bystanders can be very effective in preventing 

bullying behaviours from continuing. Bystanders can 

empathise with targets of bullying. Read page 42 

with students. The description of a bystander 

bully can be discussed and the bystander bullies 

identified in each situation. 



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Students may complete this activity in pairs or small 

groups, with more capable students helping less 

able students. 

• While wanting to help others being bullied is a 

worthy objective, students should make sure they 

do not place themselves in harm's way to do so. 

Safe bystander behaviour is important. Students 

use the decision-making model on page 45 to 

decide how to proceed in unsafe situations. Lesson 

plans to develop positive bystander behaviour can 

have can be found at . 


,,-·Bullying ::..··t ·· ., 


Types of bullying 

I. Read the poem about a child who was being bullied. 

Mitch was being bullied, 

Always by the same kid. 

He kept calling Mitch names 

No matter what he did. 

At times his lunch would go missing 

And he'd find it in the bin. 

Every time the bully passed him 

He'd get kicked sharply in the shin. 

The bully spread untrue stories 

To make Mitch seem like a fool. 

The bully tried to keep Mitch excluded 

From games and such at school. 

But two children in his class 

Had noticed what was happening to their friend. 

These bystanders went with Mitch to the teacher 

And the bully's behaviour came to an end. 

2. Match the type of bullying to its description. 

(a) physical 

(b) verbal 

(c) social 

• 

• 

• 

• humiliation, embarrassment or exclusion 



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• direct contact between the bully and the 

target or their property 

• using words in a negative way-insults, 

teasing, 'put downs' 

3. Under each heading describe ways in which Mitch was being bullied. 

Physical 

Verbal 

Social 



Did you know? 


Bystanders who see bullying behaviour and take no part in that bullying, or fail to 

help victims of bullying, are bullies too! 

Who's the bystander bully in each situation? 

While Sjaan and Darla 

were walking to school, 

Sjaan was surprised 

when Darla suddenly hid 

behind a bush. Maddie 

was walking to school 

when Darla jumped out 

and demanded her lunch 

money. Darla laughed 

as she walked away with 

Maddie's money and Sjaan 

hurried to catch up with 

her. 

Jake sent a text to T J 

saying 'Thomas is a 

loser'. He asked him to 

pass it on to the other 

boys in the class. T J 

passed it on to Cade but 

when Cade saw the text, 

he deleted the message. 

Robbie had just moved to 

town. He joined the karate 

club and showed the 

other kids what he could 

do. Justin knew Robbie 

was better than him so he 

told Peter and Aiden not 

to be his friend. Peter and 

Aiden thought Robbie was 

really cool but Justin had 

been their friend for years, 

so they did what he said. 

.... 

Rosco, Steven and Braden 

were part of the team 

playing soccer at lunch 

time. As Rosco went to 

throw the ball in, Braden 

snatched the ball, threw it 

in and started to pass the 

ball up the field to his best 

mates as he did in all the 

games they played. Rosco 

was left out once again. 

Steven watched as Rosco 

walked deiectedlv awav. 

Daphne wrote the names 

on all her birthday party 

invitations. Nora helped 

Daphne give out the 

invitations the next day at 

school. All the girls in the 

class received one except 

Natalie. 

Some girls in Fay's class 

used their computer to 

distort photos of Alice 

to make her look fat. 

They emailed the photos 

with the label 'Fatso' to 

Brionny who passed it on 

to Lisa. 

Calvin got Reece to trip 

David over a few times 

while he recorded it on his 

mobile. Calvin forwarded 

the video to Toby who 

passed it on to Finn. 

Jayne, Ricky and Emma 

play running games in 

the playground every 

lunch time. They never let 

Gemma join in. Josh can 

see what they are doing 

and he thinks it's really 

mean. 



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Jack was constantly 

annoying Alex. He tripped 

Alex over, he took his 

lunch, he snickered when 

Alex gave an incorrect 

answer in class, and he hid 

Alex's pencil case. Declan 

and Fran noticed what 

was happening and talked 

about doing something 

about it. Fran was worried 

Jack would pick on them 

instead of Alex, so she 

didn't want to say anything. 

Declan told the teacher. 

 



Safe bystander behaviour decision-making model 

What is the bullying behaviour 

and what can I do to help? 


Positive Negative 

things that things that 

mig , 

happen might h pen 

' 

' 

Positive 

things that 

might happen 

Negative 

things that 

might happen 

Positive 

things that 

mig , 

happen 



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' 

Negative 

things that 

might h 

pen 

' 

----- '------- 

What is my final decision? What am I going to do? 

'"----- \...__ ___ _ 

'- 


,,. EitlOtiOnal responses 


The lesson 

Introduction 

• Display the feelings thermometer and discuss 

the categories and the feelings in each group. 

(NOTE: The feelings suggested for each colour 

band, especially the yellow and orange bands, 

are not rigid. The feelings may come under both 

headings. The colours are simply to categorise 

feelings from good to bad feelings-or positive 

and negative.) 

Development 

• Provide each student with a copy of page 47. 

Read the feelings mentioned in each group. Ask 

students to select one or more of the emotions 

in each colour band and write a situation in 

which that feeling is experienced. For example, 

'I feel stressed when I haven't got enough time 

to finish my project'. 


Allow students to add other emotions to the 

colour bands if they wish to and write about 

them. 

• Discuss the situations and emotional responses 

to them. Select students to relate situations and 

how they feel in that situation. Which level of 

emotions is the most desirable? Which is the 

least desirable? Why? Why is it a good idea to 

be able to identify and understand emotional 

responses in different situations? 


Students may form pairs to share information 

on page 47. This allows more students' 

responses to be shared than in a whole-class 

situation. 

Conclusion 

• Read the text listed in 'Resources' (or a similar 

one). 


Investigate how emotional responses vary in 

depth and strength (ACPPS038) G 

Resources 

• Feelings thermometer downloaded from, or viewed 

on the internet (or a handmade teacher model) 

showing many different emotions 


• Today I feel silly: And other moods that make my 

day by Jamie Lee Curtis (or a similar text) 

Assessment 

• Provide a template or coloured squares so students 

can label with different emotions to create their own 

emotional thermometer. This will indicate if students 

can identify different levels of emotional responses. 

Going further 

• Take digital photos of the students displaying 

different emotions, label them with the emotion 

and then display. This will allow them to see what 

specific emotions look like. Alternatively, students 

may use small mirrors and sketch their own facial 

features depicting specific emotions. 

• Students need to know how to respond in 

appropriate ways when they are experiencing 

negative emotions. Use a blank template like the 

completed ones on page 49 and ask students 

to write actions to deal with a specific emotion. 

Specific scenarios will help students practise 

choosing an appropriate action for the situation. 

• Investigate the 'Zones of regulation' at which is a 

program to help students identify and regulate their 

emotions. 

• Encourage students to create an 'Emotions' book 

like the pdf available at . 

It is specifically designed to help children recognise 

and deal with emotions. Alternatively, students may 

use copies of page 48 to create an 'Emotions' book 

and identify emotional warning signs. 



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,,. Einotional resl)orises .::.: l -; ·; 


My emotional thermometer and situations 

RED 

angry 

aggressive/mean 

really terrified 

out of control 

ORANGE 

afraid 

upset 

need a break 

annoyed 

stressed 

YELLOW 

frustrated 

worried 

silly 

excited 

upset 

BLUE 

sad 

sick 

tired 

bored 

I feel 

I feel 

I feel 

I feel 

Situations 

when ... 

when ... 

when ... 



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when ... 

GREEN 

happy 

proud 

I feel 

when ... 

calm 

relaxed 



,,. EitlOtiOnal responses.:.:: 2 


Emotional warning signs 

Emotion 

What it looks like 

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Emotion 


Emotion 


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What it feels like 

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,, .. EinotiOnal responses.::: 3 -; ·; 


Strategies to manage emotions 

Count to ten 

then try again. 

Take a break. 

Ask someone 

to help. 

Be positivebelieve 

that 

you can do it! 

Take some 

deep breaths. 

Go to a quiet 

place to calm 

down. 

Stop and 

think about how 

your actions will 

affect others or 

yourself. 

Anger 



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Think about 

something good. 

Take some 

deep breaths. 

Talk about it. 

Talk about it. 

Think of positive 'I' 

statements like 'I 

can do this!' or 'It 

will be fine!' to soi 

to yourself. 



,, .. The emotioris of others··· 


The lesson 

Introduction 

• Provide each student with a sheet of A4 paper 

and ask them to fold the paper into halves three 

times until they have eight boxes on their paper. 

• Revise knowledge of familiar emotions. Give 

the students the names of eight different 

emotions and instruct them to quickly sketch 

faces displaying those emotions in each 

box. (Sketches may be similar to emoticons.) 

Students should label each emotion. The 

emotions may include anger, sadness, 

happiness, excitement, fear, jealousy, boredom 

and embarrassment. 


To make this introduction quicker, teachers 

may draw up a grid with labels of emotions and 

reproduce enough copies for each student. 

Alternatively, students may simply view 

and identify images of different emotions or 

emoticons online. 

• In small groups, students share their sketches, 

comparing facial expressions. Do they all 

look the same? Does everyone feel the same 

emotions in the same way? Emphasise that 

people are all individual; emotions are personal 

and individual too. 

Development 

• Provide students with copies of page 51 to 

complete in pairs. Ensure each pair discusses 

and completes the worksheet together so they 

are aware that emotions vary from person to 

person. 

Conclusion 

• Ask students to use the back of the worksheet 

to write a 'summing up' sentence or two to 

comment on what they found out about the 

feelings of different people. 

• Watch and listen to the feelings song at . 

 


Investigate how emotional responses vary in 

depth and strength (ACPPS038) G 

Resources 

• One sheet of A4 paper for each student 

• Black crayons 


Assessment 

• Student comments on the back of the worksheet 

(see 'Conclusion') will indicate if they can identify 

the fact that emotional responses vary in depth and 

strength, and from person to person. 

Going further 

• Students use page 52 to find out how emotions may 

vary from one culture to the next. After interviewing 

both classmates, students may find there are no 

variations in the way emotions are expressed. 

• It is important for students to identify triggers, 

especially for negative emotions, so they can 

develop more control over their feelings. Play the 

'Emotional triggers game' using page 53 to develop 

awareness of emotional triggers. Sharing these will 

help other students identify their emotional triggers 

as well. 

• Visit to download and 

play an emotions board game based on the movie 

Inside out. 

• There are many excellent resources such as My 

book full of feelings: How to control and react to 

the size of your emotions by Amy Jaffe and Luci 

Gardner, for children with Aspergers Syndrome or 

autism, which are suitable for all children. 



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SO Australian Curriculum Health (Year 3) R.I.C. Publications ® www.ricpublications.com.au

,, The emotions ·of ·others .:... ·1 ·; 


People can feel different emotions and levels of the same 

emotion. 

For example, children can react differently when they 

experience a thunderstorm. 

Child I: Very scared Child 2: Quite scared Child 3: Not scared at all 

I. How do you feel about thunderstorms? ____________ _ 

2. With a partner, read each of the scenarios below. Each of you describe how 

you would feel if this happened to you. Compare your emotions. 

Scenario 

(a) Getting 16/20 for a 

spelling test 

(b) 

(c) 

(d) 

(e) 

(f) 

Having no-one to sit 

next to in class 

Dropping a full glass 

of juice on the kitchen 

floor 

Reciting a poem in 

front of the class 

Not being able to find 

your school shirt 

Accidentally walking 

into a spider's web 

(g) Someone taking your 

lunch money 

Name: 

Emotion 

Name: 

Emotion 



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(f) 

(g) 

(h) 

Passing wind very 

loudly in class 

Having a sleepover at 

a friend's house 

Not being able to find 

Mum or Dad at the 

shopping centre 




Emotions like sadness, happiness, anger, surprise and fear are easily recognised 

by everyone. 

People from different countries or from different cultures may express other 

emotions differently. 

Select two classmates who may have come from a different country or have a 

different culture. Interview them to find out how they show their emotions. 

How do you 

express: 

sadness? 

happiness? 

anger? 

surprise? 

fear? 

jealousy? 

Name: 

Classmate I Classmate 2 

Name: 



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love? 

pride? 

disgust? 



,, .. The emotions ·of others ::::3 ·; 


Emotional triggers spinner 

Instructions 



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_IO __ ; 

• Cut out the spinner and arrow and join together using a split pin. 

• In small groups or pairs, students take turns to spin the arrow. When the arrow 

stops and points to a particular emotion, students must relate a situation and a 

trigger for that emotion. 

Variation: When an emotion is selected, students must describe signs-either 

facial expressions or body language-that indicate that emotion. 


,, .. He a ltb"informatiOil and··m ess 

ag es 

,., ···· ·· ···· · · ····· ..... 


The lesson 

Introduction 

• Prior to the lesson, students should have taken 

home and completed page 55 to form a basis 

for discussion and to introduce the health 

messages topic. 

• Select students to relate information gathered 

from completing page 55. 

Development 

• Provide each student with a copy of page 56 

to complete. Some suggested websites 

for question 3 are provided in 'Resources'. 

(Although the advertisement for Yoghurt Yums 

appears to have positive health messages in its 

statements and slogans, students will discover 

that yoghurt-covered cereal isn't as healthy as 

presumed. The suggested websites will reveal 

that the yoghurt is actually yoghurt powder, 

sugars-partially hydrogenated palm kernel 

oil-emulsifiers and salt.) 

• The findings from research and the information 

in the advertising for Yoghurt Yums are 

different. Why is this? Is it a good idea to use 

different sources of information about the same 

health matter? Why/Why not? 


Research may be carried out in pairs or small 

groups to allow for limited computer access. 

• Introduce nutritional panels. Are these reliable 

sources of information? Why/Why not? 

Conclusion 

• Select students to name slogans, 

advertisements and websites that give an 

accurate health message. Examples may 

include 'Slip, slop, slap, seek, slide', 'Kids alive, 

Do the five', 'Crunch&Sip ® ', 'Munch and move', 

'Girls make your move' and so on. 


Discuss and interpret health information 

and messages in the media and internet 

(ACPPS039) 0 

Resources 

• One copy of pages 55 and 56 for each student 

• , (Websites about yoghurt-covered cereal) 

Assessment 

• Ask students to cut out a health message such 

as an advertisement from a magazine, or print 

a page from an internet source. Students then 

write a sentence to tell what health message is 

being presented and whether the message would 

influence their health decisions. 

Going further 

• Attractive packaging and catchy phrases and 

slogans can persuade consumers to buy a product. 

Reading the nutrition panel can help the buyer 

make healthier food choices. Ask students to bring 

in nutritional panels and investigate the information 

about fats and sugars as a way to make better 

health choices. 

NOTE: Food with less than IO grams of fat and 

sugar per I 00 grams is considered reasonably 

healthy. 


Investigate the information on one nutritional panel 

as a class first, before asking students to work in 

pairs or individually to examine the information. 



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• It is important to use reliable internet sources to 

get accurate health information. Use page 57 

as an example of how to find reliable sources of 

information. 


,,-·Health informatiO'ii and messages .:::•r ·; ..... ··· ··· ., .... 

Messages about our health and wellbeing can be 

seen or heard from a variety of sources such as 

the TV, the internet, on billboards or on the radio. 

I. Over the next few days, make a note of the 

health messages from any of the sources below. 

2. Choose one to answer the questions about. 


Where did you see or hear this health message? 

•TV D 

• internet D 

• magazine D 

• radio D 

• newspaper D 

• billboard D 

• community health centre D 

• public transport advertising D 

• other source D _______ _ 

What was the health message about? 

What did you learn from this health message? 



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Would you follow this health message? Yes/No 

Would it make you change your behaviour to be more healthy? Yes/No 

Why/Why not? ____________________ _ 


,,. H e alth· hlformatioii· and ·mess ag es .:::·2·· ·· ···· · · ····· ..... 


Health product advertisement 

Look at the advertisement for Yoghurt Yums cereal and answer the questions 

below. 

Premium chunks of muesli: 

wholegrain oats and dried 

fruit coated in yoghurt 

I. Use a highlighter to mark all the good health statements. 

Nutritious 

breakfast 

choice 

2. (a) Do you think the breakfast cereal is a healthy choice? Yes D No D 



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(b) Why/Why not? _________________ _ 

3. Research to find out information about yoghurt-covered cereal. What did you 

find out? 

4. Do you still agree with your answer to question 2? Explain. 



It is important to use reliable sources to get accurate health information. 

I. Read the checklist that tells if websites are reliable. 

• Is the website a good source like: 

- an educational institution (.edu)? 

- a government site (.gov)? 

• Is the author an expert? 

• When was the information written? Is it up to date? 

• Does the website give both sides so you can make up your own mind? 

• Is the site easy to navigate? 

• Do the images match the text? 

• Is the spelling and grammar correct? 

2. Write Yes or No if you think each website is a reliable source of information. 

(a) http://www.healthykids.nsw.gov.au/kids-teens.aspx 

(b) https://www.betterhealth.vic.gov.au/health/healthyliving/ 

eating-tips-for-children-5-primary-school 

(c) http://www.sdera.wa.edu.au/ 



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(d) http://www.healthychild.org/blog/ 

3. Search for and record one reliable website to help you find information about 

what the fundamental movement skills are.

RIC-20010 AC Health (Year 3) Communicating for health and wellbeing

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