RIC-20013 AC Health (Year 4) Communicating for health and wellbeing

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Australian Curriculum Health (Year 4) 

Published by R.I.C. Publications ® 2016 

Copyright @ R.I.C. Publications ® 2016 

RIC- 20013 

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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

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. 

CONTENTS 

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

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

We all need support .......................................................................................................................... 2-5 

Let's keep trying ................................................................................................................................ 6-9 

Changes in me .. .. .......................................................................................................................... I 0-13 

A little help from my friends .. ......................................................................................................... I 4-17 

Fight or flight .................................................................................................................................. 18-21 

Saying NO ..................................................................................................................................... 22-25 

Poison! Beware! ............................................................................................................................ 26-29 

Healthy eating ............................................................................................................................... 30-33 

Finding a balance .......................................................................................................................... 34-37 

Play safe ........................................................................................................................................ 38-41 



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Communicating and interacting for health and wellbeing .......................................................... 42-61 

Mind over body .............................................................................................................................. 42-45 

Diversity, the spice of life ............................................................................................................... 46-49 

Different shades of bullying ........................................................................................................... 50-53 

Emotions ....................................................................................................................................... 54-57 

Health messages ........................................................................................................................... 58-61 

Contributing to healthy and active communities .......................................................................... 62-81 

An active life .................................................................................................................................. 62-65 

A healthy life .................................................................................................................................. 66-69 

The great outdoors ........................................................................................................................ 70-73 

Celebrating cultural diversity .......................................................................................................... 74-77 

Respecting differences ................................................................................................................... 78-81 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 4) Ill

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

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


v

,, .. M hid· Over body ·· ·-···· ···- · ·· .. , 

Communicating and interacting for health and wellbeing 

The lesson 

Introduction 

• Show pictures of famous people and ask who 

likes or dislikes them, giving reasons why. 

• Categorise reasons for liking/disliking a 

celebrity under the following headings: 

- 'How the person interacts with others' 

- 'How the person performs in his/her career' 

- 'What the person looks like' 

Discuss the difference. 

Development 

• What does your body allow you to do? What 

does your appearance allow you to do? Do 

either of them (body or appearance) make you 

who you are? 

• When can you say you know or like a person? 

Is it as soon as you meet them (and see what 

they look like) or is it after you've spent time in 

their company to find out how they interact with 

others and the environment? 

• Students complete the activities on page 43. 

• Discuss how illogical it is to like someone 

because of how they look. 

• Complete the activity on page 44. How would 

you like being told who you could and could 

not be friends with based on how they looked? 

What would be your objections? 

Differentiation 

The activities are all outcome based. When 

completing them, students could be grouped 

in mixed abilities and the activities discussed 

before being completed. 

Conclusion 

• Students share their ideas about disregarding 

appearances and valuing people for who they 

are; not what they look like. 

Content description 

Describe how respect, empathy and 

valuing diversity can positively innuence 

relationships (ACPPS037) 0 

Resources 

• Sufficient copies of pages 43 and 44 

• Internet images of famous people 

Assessment 

• Does the student know how people look is down to 

luck (genetics)? 

• Does the student know how we interact with others 

and the environment is a mixture of luck (genetics) 

and environmental factors? 

• Does the student know how we treat others 

can affect how they interact with others and the 

environment? 

Going further 

• With a partner, read and discuss Jordan's story on 

page 45. What does it tell you about being different 

and what different people have to offer? 

• Create a booklet of people you know. Describe what 

they are like as people. Do not mention what they 

look like or what their bodies can do. 

• On separate pieces of paper, write reasons why 

people may be excluded based on how they look. 

Sit the class in one circle all facing inwards with a 

waste paper bin in the middle. Students take turns 

to read one reason for exclusion then they crumple 

the paper and throw it in the bin. 



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42 Australian Curriculum Health (Year 4) R.I.C. Publications ® www.ricpublications.com.au

,, . . Mind··over bOdy ::.:·1 ..... . 


Humans are made up of two main parts: the body and the 

mind. The body is like a machine, helping us to function in our 

world, but the mind allows us to respond to our environment. 

It is the mind that makes each of us an individual. 

Write some things your body and your mind can do. 

Body 

Mind 

List some people you enjoy spending time with and why you like them. 

People I like to 

be with 

Why I like being with them 



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Tick one box. 

I like these people because of their: body D mind D. 

Explain whether you think the mind or the body is more important and why. 

R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 4) 43


People are often excluded because their bodies are different in some way. We 

should not forget; it is the mind that makes the person, not the body. 

List all the students in the class, including yourself, by eye colour. 

Brown Blue Green 

Hazel 

Explain how each of the following examples would affect 

you and your friends. 

Example A: You can only be friends with people who 

have the same eye colour as you. 

Example B: 

Exclude as your friends all the people in one eye-colour group. 



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Example C: Exclude as your friends all but one person from each eye-colour group. 

What do you think of excluding people based on something physical like eye colour? 


,, . . Mind··over bo·ay ::::·3 ..... . 


Your body is something you were born with. You can't take it back and ask for a 

different one. The best you can do is look after it so it will work as well as it can for 

you. 

Read the following story and consider the situation from Jordan's point of view and that 

of his classmates. 

Jordan sat on the bench and watched as his classmates played in the schoolyard. 

He would have loved to join in with the football game but no-one wanted him on their 

team because he wasn't any good. His arms and legs seemed too long for his body 

and he was always tripping over his feet and dropping the ball. 

He had the same problem in class; no-one wanted 

to sit by him. They called him 'daddy long legs' and 

'octopus', and complained when his arms and legs 

spread into their space. 

Why did people only ever see what was 'wrong' with him? 

Why didn't they ever take the time to find out all the good 

stuff about him? 

They would discover his love for and knowledge of the 

natural environment; there was nothing about the land, 

oceans or space that Jordan didn't have an interest in. 

He was really good at sketching, too. The walls of his 

home were covered with pictures he had drawn of 

family and friends, plants and animals; but none of his 

classmates would ever see them. No-one wanted to go 

to Jordan's house for a play date. 

Jordan was a very lonely boy. 



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What could Jordan and his classmates do to make his life happier? 

Jordan 

Classmates 


Australian Curriculum Health (Year 4) 45

,,. Diversity; the spice of life 


The lesson 

Introduction 

• Show internet images of many species of 

different plants and animals from different 

biomes. Discuss the meaning of diversity and 

how the differences among things enhance the 

beauty of life. 

• Is any one species 'better' than another? 

Discuss the roles of different species in the 

food webs of different ecosystems. 

Development 

• Not one of us is better than another. We are all 

different-but with many similarities! Students 

investigate this concept as they work in pairs to 

complete the activity on page 47. 

• Do the differences you discover create 

problems between you or are they celebrated 

for the diversity and interest they bring to the 

class? 

• Working with the same partners, students 

identify and explore a difference between them. 

Discuss the difference between 'accepting' and 

'challenging' each other's ideas or points of 

view. 

• Students complete the activity on page 48. 






Conclusion 

• Students share the differences between 

themselves and their partner. 



valuing diversity can positively influence 


Resources 


• Internet images of different plant and animal 

species 

Assessment 

• Does the student know there is not a single person 

on the planet who is absolutely identical to another? 

• Does the student know we have many differences 

among us, including opinions about and 

preferences for a wide range of things? 

• Does the student know in our society, celebrating 

and accepting differences creates harmony? 

Going further 

• If people are excluded because there is something 

different about them, why is anyone ever accepted? 

Who decides which differences are acceptable 

and which are not? What do you think? Complete 

the activity on page 49 to identify what is different 

about you. Include physical, emotional, intellectual 

differences. 

• Using instructions from a website, make and use a 

Newton's disc to illustrate how different things can 

be a part of a whole (colours of the rainbow= white). 

• Identify important differences among students; 

e.g. religion and cultural traditions, preferred afterschool 

clubs. Choose ways to illustrate how these 

differences come together to create one class. 



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,, Diversity, the spice of life .:.. i 


Diversity shows itself in many shapes, sizes and 

colours. Think about the biodiversity of a rainforest; 

isn't it amazing? Why then do we find it so hard to 

accept diversity among humans? 

Discover the diversity between you and a partner as 

you complete the table. 

Foods we 

eat 

Clothes 

we wear 

Hobbies 

we enjoy 

Ways we 

relax 

Books we 

read 

Similarities 

Me 

My partner 

Me 

My partner 

Me 

My partner 

Me 

My partner 

Me 

My partner 

Differences 



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Pets we 

(want to) 

have 

Me 

My partner 

Mark a point on the scale to show the diversity between you and your partner. 

not very diverse 

quite diverse 

very diverse 



,,. Diversity; the spice of life - 12· ·· ··· ··· .,., 


Diversity enriches life, teaching us about a world with so much more to offer than 

we realise. Understanding another's opinions helps us to see our world from a 

different perspective. 

Choose a difference between you and your partner. Write some questions to learn more 

about this difference and his or her opinion. 

Difference: 

Questions 

Answers 

What do you think is the difference between 'accepting' and 'challenging' a person's 

opinion? 

What skills can you learn from accepting the opinions of others while still holding firm 

with your own? 



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Do you think it would be better for all people to have the same or different opinions about 

things? Explain your answer. 


,,."Diversity;· the spice of life - ·3 ·· · .,. ·· ·•·• 


One thing that is the same for all of us is that we are all different from one another. 

Like blades of grass, no two people are exactly alike. Even identical twins have 

differences that help people tell them apart. 

Take a very close look at yourself to find the differences that make you unique. 

Things about me that make me unique 



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,, .. Different" shades Of tiullyinf 


The lesson 

Introduction 

• What is bullying? Write students' suggestions 

on the board until a full description can be 

created from their ideas-deliberate and 

repeated behaviour that causes physical or 

emotional pain. 

Development 

• Discuss different types of bullying-physical, 

emotional, passive and secret. List examples of 

each. 

• What should a person who is being bullied do? 

Discuss the different people students would 

trust to talk to about being bullied. 


• Discuss the different roles within any bullying 

scenario: the bully, the person being bullied, the 

bully's supporters, the victim's supporters and 

the bystanders. How do you think each person 

contributes to the bullying or tries to stop it? 

• Students discuss how often they have played 

the different roles in a bullying scenario. 







Conclusion 

• Students identify the different roles within a 

bullying scenario and trusted people to whom 

they can turn as required. 



valuing diversity can positively influence 


Resources 


Answers 

Page 51 

I. Teacher check 

2. Tell someone! 

Page 52 

I. Teacher check 

2. Tell someone! 

Assessment 

• Does the student know bullies are cowards and 

often insecure? 

• Does the student know everyone has a role to play 

if bullying is to be stopped? 

• Does the student know bullying experiences should 

always be reported? 

Going further 

• Introduce 'secret bullying' and explain that this 

can be anything from repeatedly getting a person 

into trouble by doing bad things oneself and 

then blaming another, to cyberbullying. Students 

complete page 53. 

• Discuss Grace's character and how she changed 

the dynamics of the group. Why do you think she 

behaved in this way? 

• Design anti-bullying posters to display around the 

school. 

• Dramatise a story about bullying, from the school 

library, to perform to younger students. 



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SO Australian Curriculum Health (Year 4) R.I.C. Publications ® www.ricpublications.com.au

,,."Differenfshades Of bullyinf-··t· 

Behaviour is said to be 'bullying' when it is 

deliberately and repeatedly used to cause 

physical or emotional pain to someone. There 

are different types of bullying behaviour. 

I. Gi ve examples of each type of bullyi ng. 




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2. Rearrange the let ters to di s cover wh at you shoul d do i f you are ever bullied. 

eeel l m noo s t 

_______! 



,,."Differenfshades Of bull Yi n Q=-· 2 ··· ··· .,., ···· ·· · ··· 


There are many actors in a bullying scenario, including those who allow bullying to 

continue. They can also be accused of bullying. What role do you play? 

I. For each scenario, tick one box: 

A- always B - often C - sometimes 

D-never 

I openly support the bully 

because I think he or she 

is cool. 

A-Ds-Dc-Do-D 

I step in and confront the bully and help 

the person he or she is bullying. 

A-Ds-Dc-Do-D 

I am the bully. 

A-Ds-D 

c-Do-D 

I watch what's going on from. 

a distance. 

A-Ds-Dc-Do-D 

I see what's happening and walk the other way. 

A-Ds-Dc-Do-D 

I don't do anything myself but I 

watch and cheer when the bully 

steps into action. 

A-Ds-Dc-Do-D 

I am the person being bullied. 

A-Ds-D 

c-Do-D 



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I step in and confront the bully and 

try to find out why he or she wants to 

cause pain to another person. 

A-Ds-Dc-Do-D 

2. Rearrange the letters to discover what you should do if you see someone being 

bullied but you're too afraid to do anything about it. 

elosmetnole 

52 Australian Curriculum Health (Year 4) 

_______ ! 

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,, .. Differenfshades Of l>Ullying _:·3· ·· ·•·• 


Many bullies like the support of their 'gang' but there are those who bully in secret; 

cowards who inflict their pain under a cloak of invisibility. 

Discuss the events of the following story. 

Grace's parents had money problems and her older brothers were in trouble at 

school again. The family had to move house and she and her brothers had to 

change schools. Life was not good. 

The girls at Grace's new school all seemed very friendly and she had her choice 

of groups to join. But she didn't want to be 'the new girl', just tagging on to another 

group. She wanted a group that would be known as 'Grace's group'. 

It didn't take Grace long to find a way to disrupt the social harmony of her class. 

She quickly discovered who were the 'leaders' and 'followers' in each group and 

which would be the easiest to conquer. 

Having chosen her target group, Grace set about making them love her. She 

brought in treats for them, invited them to play dates after school and arranged for 

her parents to take them all on outings at weekends. The girls were hooked. Grace 

was truly 'one of them'. 

She had deliberately chosen a group in which none of the girls was bothered about 

being leader. They all enjoyed each other's company and had lots of fun together. 

But that was about to change. 

Knowing all the girls had 

social media accounts, Grace 

created a fake identity with 

her brothers' help. She began 

telling lies about her friends 

and excluding some of them 

from group chats. The effect 

was devastating. 



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Each day when Grace came 

into school, she pretended to 

be shocked about the latest 

lies that were being spread. 

She comforted her friends who 

were so upset by these nasty 

events and they started to look upon her as their leader. 

Grace got what she wanted; but she didn't want to stop. She realised how powerful 

her secret weapon was and she would continue to use it. 


,, .. Emotions 


The lesson 

Introduction 

• What do you think emotions are? Record 

students' suggestions on the board. Categorise 

them as positive or negative. 

• Read some short stories about emotions that 

students may know from their earlier years. 

(See 'Resources' for examples.) 

Development 

• How do emotions affect the way you think 

and behave? How does your body (language) 

react when you feel different emotions? Share 

responses. 

• What colours would you associate with different 

emotions? Show students internet images of 

'colours of emotions'. 


• Do you think it is bad to feel negative emotions? 

In groups, students discuss and display 

personal responses to negative emotions. 

What can you do to control your response to 

a negative emotion? e.g. counting to IO in the 

hope of preventing an angry outburst. 

• Having physically released a negative emotion, 

it may still linger in the mind. Discuss ways of 

sending it on its way. 

• Students complete the activities on page 56. 






Conclusion 

• Students share personal experiences of 

responses to different emotions. 

 


Investigate how emotional responses vary in 

depth and strength (ACPPS038) G 

Resources 


• Internet images of 'colours of emotions' 

• Stories about emotions; e.g. The way I feel by Janan 

Cain, My many colored days by Dr Seuss, Lots 

of feelings by Shelley Rotner, Glad monster, sad 

monster by Ed Emberly 

Assessment 

• Does the student know it is normal to experience 

feelings across the spectrum of emotions? 

• Does the student know the more we experience 

different emotions, the better we become at 

controlling them? 

• Does the student know the strength of emotion can 

vary with circumstances? 

Going further 

• Develop strategies to cope with controlling different 

emotions; e.g. When I feel upset, I will think of funny 

things to stop myself from crying. 

• Share warning signs you feel that can predict an 

emotional response; e.g. When I'm about to cry, my 

bottom lip begins to quiver. 

• Discuss degrees of emotional response to different 

acts or behaviours. When or why might your 

emotional response be greater than expected? 

Complete page 57. 



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,, .. Emotions 


Emotions are the responses we feel to the things that happen in our lives. Emotions 

can be positive or negative, and body language can easily betray which emotion 

we are feeling. 

When you feel each emotion, describe: 

• what you think 

• what you do 

• how your body reacts. 

Shade each section the colour you think matches the emotion . 

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,,. Eit1otions·.:: ·2 


When we experience negative emotions, we need to find a way to let them go so we 

can start to feel better again. Sometimes our first responses may be too strong and 

we need to control them. 

For each negative emotion, write what your first response might be then suggest a 

better, more controlled way of letting this emotion go. 

Emotion 

anger 

frustration 

jealousy 

fear 

First response 

1f you're struggling to release a 

negative emotion, put it on a cloud 

and blow it away.' 

Controlled response 

Suggest two other strategies you could use to release negative emotions that are 

clinging to you too tightly. 



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,,. Emotions·.:: ·3· .. 


The strength of emotional responses varies with different circumstances; e.g. feelings 

of gratitude towards someone who has helped with a chore would not be as strong as 

those towards someone who has saved a life. 

Choose one positive and one negative emotion. Retell two experiences you have had for 

each emotion when your feelings and responses were of different strengths. 

a, 

UJ 

UJ 

a, 

Positive emotion 

Strength of 

response 

*** 

*** 

Negative emotion 



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'The level of an emotional response should match the experience.' Give your opinion on 

this statement. 


,, .. Health· messages 


The lesson 

Introduction 

• Discuss which foods are the healthiest to eat. 

How do you know which foods are the best for 

you? Where can you find information about the 

best foods to eat? 

• Ask for and record 'healthy food' slogans 

students may know; e.g. 'Subway Eat Fresh '. 

• Show some 'healthy food' TV advertisements. 

Look beyond the food being advertised. What 

other messages are you receiving? 

Development 

• Discuss the main goal of advertising agencies 

and the job they do for food manufacturers. Do 

you think the companies want to make money 

or improve the health of the population? 

• Store-bought juices contain a lot of added 

sugar. What message do you think a company 

that makes juicers could use to sell its product? 

• Look at the sugar component in the nutritional 

value chart on a bottle of vegetable juice. 

Measure out I 00 g of the juice and then the 

equivalent amount of sugar so students can 

directly see how much sugar is present in I 00 g 

of juice. Students complete the activities on 

page 59. 

• Students research more about sugar and their 

relationship with it by completing the activities 

on page 60. 






Conclusion 

• Students share their opinions of advertising 

messages. 


Discuss and interpret health information 

and messages in the media and internet 

(ACPPS039) 0 

Resources 


• Product and/or food and beverage company 

slogans 

• Food packaging and cartons 

• Australian food commercials on YouTube 

• nutritionaustralia.org 

• (Traffic light - food 

labelling evidence) 

• A bottle of fruit juice, sugar, two measuring cups, 

kitchen scales 

Answers 

Page 61 

1.-2. Teacher check 

3. give junk food the boot 

Assessment 

• Does the student know food advertising is a 

platform for selling a product rather than improving 

the country's health? 

• Does the student know information given should 

be discussed and researched rather than blindly 

accepted? 

Going further 



Display Copy 

• What is your opinion of TV advertisements? 

Complete the activities on page 61. 

• Who can you trust to give you objective, fact-based 

information to help you make healthy choices? Look 

at food websites including Nutrition Australia and 

the Australian Medical Association. 

• Research and share strategies such as the 5-star 

rating and traffic light food labelling to help the 

public make healthy choices. 



Through the media, we are constantly bombarded with messages about good 

health. Health is big business and many companies are in competition to sell us 

their health products. 

Company A 

Company B 

We want you to buy our product 

because it's the best on the 

market and we really do care 

about your health. 

Which company do you think would have more customers? Why? 

We want you to buy our product 

so we can make as much money 

as possible. If we don't, we 

could go out of business. 

Type 'fruit and vegetable juices for children' into an internet search engine. What are the 

main arguments for and against children drinking juice? 

For drinking juice 

Against drinking juice 



Display Copy 

Are you for or against children drinking fruit juice? _______ _ 

Write an advertising slogan for a company that sells 

fruit and vegetable juices. 



There is a lot of discussion in the media about sugar. Some concerned people have 

been calling it a poison. 

Make some research notes about health problems caused by consuming too much 

sugar. 

What are your top three sugar treats and how often do you have them? 

Treats 

What could you do to reduce your sugar consumption? 

Frequency 

(daily, weekly, monthly) 



Display Copy 

How do you feel now about consuming 

high-sugar food and drinks? 

I won't change. 

I'd like to change. 

I will change. 

D 

D 

D 

60 Australian Curriculum Health (Year 4) 

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

,,-·Health messages .:::·3· ··· 


Health messages are sometimes written as slogans. Some examples include: 

:An apple a day keeps the doctor away.' 

'Eat right, be bright.' 

'Slip! Slop! Slap!' 

'Find time for healthy eating, before illness finds you. ' 

I. ( a) Why do you think slogans are used to spread a message? 

(b) 

Write a slogan you like and explain why it appeals to you. 

Have you ever wondered why the people in junk food 

advertisements look healthy and slim and seem to be 

having lots of fun? 

2. Watch a selection of advertisements for junk 

food. Summarise the message you see in one of 

them. Write your opinion of this message. 

An advertisement for: 

Message 

My opinion 



Display Copy 

3. Use the code to find and write the hidden health message. 

V X y z a b C d e h i n 

b d e f g h i j k n 0 t 

0 

u 

p 

V 

Ac py dohe Z i i X nb y Vi i n.

RIC-20013 AC Health (Year 4) Communicating for health and wellbeing

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