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HEALTHY Schools Lesson Resource Bank

Early Level – Get Up & Grow

Interdisciplinary Learning Project – Healthy Habits for Life

Planning Framework Context for Learning – Healthy Lifestyles

Healthy Lifestyles Module – My Healthy Lifestyle

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HEALTHY SchoolsMy Healthy LifestyleContents

Theme Topic Suggested learning Activities

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Healthy snacking

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Healthy bones

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Healthy teeth

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Keeping healthy teeth

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Healthy heart

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Germs

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Asthma

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Asthma 2

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Fitness

Healthy lifestyle and behaviour change Introduction to healthy lifestyle Energy balance

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My Healthy Lifestyle

Theme: Healthy Lifestyle and Behaviour Change

Topic: Introduction to Healthy Lifestyles

SUGGESTED LEARNING ACTIVITIES

Healthy SnackingChildren need to refuel more regularly than just at breakfast, lunch, and dinner. However many young children don’t know the difference between healthy and unhealthy snacks. Children should be able to choose snacks wisely so they can get the energy and nutrients which they require and begin to develop good eating habits early in life. The following discussion questions and activities will help your class make healthy snack choices.

Questions should be used to engage the children in discussion prior to the class activity

1. What are some healthy snacks you can bring to school? (Fruit, vegetables, cereals, yoghurts)2. How many snacks should you eat in one day? (Children vary however with activity level however they play an important role, average 1 to 2)3. What times of the day are good for snacking? (Between meals, however not just before or after meals)4. Why aren’t cakes, crisps or biscuits healthy snacks? (High in sugar and fats)5. Why is it important to have snacks? (To maintain energy levels between meals)

The Snack Shop A new restaurant is opening in town called The Snack Shop. Our class was chosen to design The Snack Shop’s menu based on healthy foods

that children like to eat. After we learn about choosing healthy foods we’ll create the menu. Most children eat one or two snacks a day. Think about the snacks you eat at home, as well as the ones you eat in school.

The class will create a bank of healthy snacks which the teacher will record as drawings on a whiteboard or large sheet of paper. The drawings should be located where they can easily be accessed by the class (retain this list for use later in the programme)

The children will then work in pairs, after referring to the bank of snacks which they have created by drawing a healthy snack which could be used on the “Snackshop” menu (Activity sheet 1)

(Note: Snack suggestions include fruit, vegetables, nuts, yogurt, popcorn, cheese, cheese sticks, sandwiches, crackers, cereal bars, rice cakes, smoothies, low-fat chocolate milk, cereals. Children will add others)

The children will have opportunity to present their healthy snack to the rest of their class. The children will be able to state the ingredients which they have chosen.

Extension task – Children could create another snack, which could be eaten at a different time of the day, to the first snack they created. If their first snack was for during the school day then choose one which may be eaten at night time.

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Healthy BonesYour bones are amazing! Without them, you wouldn’t be able to stand up, move, or do any of your favourite activities.The following questions and activities will help your students understand what bones are and how they work together to keep us moving!


1. How do you move your body? 2. What parts of your body do you use to move? 3. Do you know what body parts underneath your skin help you to move?4. Why are your bones important to you? 5. Where can you find your bones?6. Are your bones hard or soft?7. How do you know? 8. Can you feel any of your bones? Where? 9. What do you think would happen if we didn’t have any bones?

Fix the bones

Our skeleton has lost some of its bones and needs your help to solve the problem of where they go. (Activity sheet 2) Look at the skeleton handout. You’ll see the skeleton on one page and all of his missing bones on the other. Cut out the missing bones, and try to figure out

where each missing piece belongs. (Activity sheet 3) When you have placed them all in the correct place you can glue the bones back in place.

Extensions: Bones are hard, but they still need to be protected! You can take care of your bones by wearing a helmet, wrist pads, and knee pads

when you ride a bike, skateboard, or scooter. Make a safety poster to hang in your school, to remind your friends to protect their bones while playing outside.

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Healthy TeethYour mouth is amazing – it lets you talk, sing and chew your favourite foods. Use a mirror, and take a good look inside your mouth, at the top, bottom and back. Can you see your gums, your tongue, and all of your teeth? Questions should be used to engage the children in discussion throughout the class activity

1. Are the teeth pointed or flat? 2. Are the teeth wide or narrow? 3. What shape is your tongue? 4. What colour is your tongue?5. How do your gums look? 6. What colour are your gums? When the children are finished drawing, they should compare their picture with a friend’s picture. How are the pictures similar and different?

My Mouth

The children will be asked to draw a picture of what they see in their mouth. Ensure the children put in the correct number of teeth, and draw them as they really look. (Activity sheet 4)

Children will have an opportunity to share their drawings with their classmates. They should be encouraged to ask questions and compare their drawings with their own.

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Keeping Healthy TeethBrushing your teeth is the best way to take care of your teeth, and keep them healthy. You can also avoid eating sugary foods and drinking sugary drinks. Sugar can damage your teeth, causing tooth decay and cavities.

Questions should be used to engage the children in discussion throughout the class activity

1. What do our teeth help us to do?2. What would happen if we didn’t have any teeth?3. How do you take care of your teeth? 4. What could happen if you don’t take care of your teeth?5. Explain what it’s like to go to the dentist. 6. What does the dentist do when you’re in the surgery?7. How does it feel when you’re at the dentists? 8. Why is it important to go to the dentist?

Happy teeth and sad teethThe children will collate a list of sugary foods and foods which are low in sugar. The list from lesson 1 would be useful here. The children will be asked to draw foods which make their teeth happy and sad. The foods which are high in sugar will damage their teeth and make them sad and those foods which are low in sugar will be good for their teeth and make them happy. (Activity sheet 5)

This task can also be done with food magazines where they can cut and stick the foods in the appropriate space.

The children will have an opportunity to share their activity sheet with their classmates and should be encouraged to ask questions.

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Healthy HeartThe heart is a strong muscle, which pumps blood through your body 24 hours per day! Your heart and lungs are all part of the cardiovascular system.

Questions should be used to engage the children in discussion throughout the class activity

1. Where is your heart? 2. What does your heart do?

Sometimes you walk, other times you run. Sometimes you stand still, other times you jump up and down. How does your body react when you run or jump up and down? Does your heart beat the same way all the time? Complete the related task on (activity sheet 6)

1. Why do people exercise? 2. What does it mean to be active? What kinds of activities do you do that keep your heart healthy?

Every time your heart beats, it pushes blood through your body. Your blood is like a train, carrying oxygen and nutrients to different parts of your body. Like train tracks, your veins and arteries are the paths along which your blood moves. Your heart, lungs, and body are like the train stations – where your blood is coming and going. This whole process of moving blood through your body is called circulation.

Activity Form a group of 5 children, each child has a special job: VEIN, HEART, LUNGS, ARTERY, and BODY. Pretend the beanbag or ball is the blood.(1) The VEIN will send blood to the HEART. (2) The HEART will send blood to the LUNGS for oxygen.(3) The LUNGS will send blood back to the HEART with oxygen.(4) Then the HEART will send the blood through the ARTERY to the rest of the BODY. (5) The BODY will return the blood through the VEIN.

The children will be given Activity sheet 6b and be asked to draw a circle round the activities which make their heart beat faster. Draw a smiley face next to their favourite 3 activities.

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GermsGerms are tiny living organisms that can make us sick if we don’t know how to protect ourselves from them.


1. Everybody knows that germs can make people sick. But what are germs? (little living organisms)2. Where can you find germs? (anywhere, that is not sterilised)3. What can germs do to your body? (make you sick, )4. Why do you think that germs are bad for you? (they should not be in your body, and your body does not like them)5. What can you do to keep yourself safe from germs? (wash your hands after touching anything dirty)6. Name some things that you can do to protect yourself.(Wash your hands, use antibacterial wash)

During a day, your hands touch things that have lots of tiny germs all over them. Allow the class to go outside and dig in the dirt for a few minutes! Once back inside, look at the children’s hands.

1. What do you think you’ll see?2. How do they look? 3. Do you think it would be a good idea to go eat lunch right now? 4. What could happen if you did that?

The best way to get all those germs off your hands is to wash them. Do you think it matters how you wash your hands? We can find out. Half of the class will wash their hands with just warm water. The other half will use soap and warm water. Then we’ll look at our hands again. Whatdo you think you’ll find? Now, colour the pictures on your How to Wash My Hands handout and number them to put (Activity sheet 7)

Distribute Activity sheet 7 which the children will complete individually.

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AsthmaTaking a breath may seem easy and natural for most of us, but for children with asthma, it can sometimes be difficult.


1. Have you ever had trouble catching your breath? 2. What were you doing? 3. What did it feel like? 4. What is breathing? 5. Why is it important for your body? 6. What parts of your body work together to help you breathe? 7. What do you know about asthma? 8. Do you know anyone who has asthma? 9. How does he or she deal with it?

People who have asthma sometimes have trouble breathing. Asthma affects a person’s airways, or bronchial tubes which are found in your lungs. During an asthma flare-up, a person’s airways get narrower, making it harder for air to get to and from the lungs. It feels like having to breathe through a straw. During an asthma flare-up, a person may cough or wheeze.

Extension Activity

On the activity sheet, trace the path that air takes from the moment you take a breath in, or inhale. With a different colour, show what happens when you exhale, or let a breath out. (Activity sheet 8)

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Asthma 2


The following questions and activities will help the class understand what asthma is, how it affects children, and how children deal with asthma triggers and flare-ups.

1. Have you ever had trouble catching your breath? 2. What were you doing? 3. What did it feel like? 4. What is breathing? 5. Why is it important for your body? 6. What parts of your body work together to help you breathe? 7. What do you know about asthma? 8. Do you know anyone who has asthma? 9. How does he or she deal with it?

An asthma trigger is something in the environment that can lead to an asthma flare-up. Asthma triggers include pollen (a kind of dust that comes from plants), smoke (from air pollution and cigarettes), and even animals (skin flakes from animals, including some kinds of pets). Everyone can react to these triggers differently; what might cause a flare up for one person might not for another person with.

Asthma triggers

Look at the pictures on the Asthma Triggers activity sheet. Circle everything you can see that could trigger an asthma flare-up. What could children do to avoid or be careful around those triggers?

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FitnessNot many people are more active than young children! Between bouncing balls on the playground and bouncing in their seats at story time, children are usually on the move.


The questions will help the children understand why exercise is good for them right now and throughout their lives.

1. Talk about how you move your body during the day. 2. How does moving around help your body? (Increases flexibility, muscular endurance, strength, strengthens heart and lungs)3. How does moving your body make you feel? (Hot, sweaty, breathless)4. What’s exercise? Do you get exercise? How do you exercise? 5. How can you exercise when you’re by yourself? (Running, hopping, etc)6. How can you play when you have a friend? (Chase, tag, throw and catch)7. What about when you have a group of friends over? (Team games, chase, and tag)8. Do you have more fun when you are playing alone or with friends? Why?

Activity

How quickly can you change direction? This activity will keep you on you alert, as your partner uses 4 signs to keep you moving in different directions! Before you get started, you’ll need to make your signs. Draw arrows of four different directions to write on your signs, (Activity sheet 10) Cut out your four signs. Find a partner, and decide who will move first and who will hold up signs first. The runner should pick a movement, like skipping, hopping, galloping, or sliding, and get moving. The signer can hold up signs, changing the direction of the runner as often as he or she likes. When your teacher rings the bell or blows the whistle, switch jobs with your partner. Have fun, and keep your eyes on those signs and each other!

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The children should be encouraged to travel at different speeds, and in different ways, hop, skip, jump crawl etc.

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Energy BalanceYour body needs energy to do the physical things you want to do. When you eat food or take a drink your body gains energy which it can use. When you run or paint a picture your body uses energy. To be healthy you need to balance up how much energy you take in and how much you use.


1. When you have lots of energy, how do you feel? & what do you do?

2. When you don’t have lots of energy, how do you feel? & what do you do?

3. Have you ever felt really sleepy or tired in the middle of the day? What do you do to get your energy back?

Activity

Running in a race uses lots of your body’s energy, but sitting in front of the television does not. What other kinds of activities use up lots of energy? What kinds of activities do not?

Energy balance is the balance your body needs between energy coming in (from what you eat and drink) and energy going out (for the things you do and the ways you move). For example, when you eat breakfast in the morning, your body takes in energy. How do you use that energy? What kinds of things does it allow you to do? Some foods give you more energy than others. It’s important to eat foods from the different food groups so that your body gets the energy it needs. What kinds of healthy foods do you eat at breakfast? Lunch? Snack time? Dinner? (Teachers: Record children’s responses on board or paper.)

Some activities use up more energy than others. For example, doing 20 jumps gets your heart beating faster than cleaning your room. Think about what you like to eat and what you like to do. How do you balance your body’s energy? On the My Energy Balance activity sheet (Activity sheet 11) draw pictures of the foods you like to eat and the things you like to do.

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Activity Sheets

Activity sheet 1 – The snack shop menuActivity sheet 2 – The skeletonActivity sheet 3 – The body partsActivity sheet 4 - My teethActivity sheet 5 – Happy and sad teethActivity sheet 6a – heart ratesActivity sheet 6b – heart rates Activity sheet 7 - Washing my handsActivity sheet 8 – BreathingActivity sheet 9 – Asthma triggersActivity sheet 10 – Direction signsActivity sheet 11 – Energy balance

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Activity sheet 1 Name_____________

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The snack shop menu

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The Skeleton & Body parts

Activity sheets 2 & 3 Name_____________

My teeth


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Happy teeth and sad teeth

Activity sheet 5 Name _____________

.

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Heart

Activity sheet 6a Name _____________

Form a group of 5 children, each child has a special job: VEIN, HEART, LUNGS, ARTERY, and BODY. Pretend the beanbag or ball is the blood.(1) The VEIN will send blood to the HEART. (2) The HEART will send blood to the LUNGS for oxygen.(3) The LUNGS will send blood back to the HEART with oxygen.(4) Then the HEART will send the blo

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Vein to heart 1

Heart to lungs 2 3 Lungs to heartthrough artery

4 Artery to body

Body to heartThrough vein 5

http://www.google.co.uk/url?sa=i&rct=j&q=body+template&source=images&cd=&cad=rja&docid=DWeL3s2Yc8457M&tbnid=Fn28jXm5KRX7XM:&ved=0CAUQjRw&url=http%3A%2F%2Fscriptureand.blogspot.com%2F2012_07_01_archive.html&ei=YeleUbftKOWc0AWF44GABw&psig=AFQjCNGVeLuVsF8oNNF5I6sveN7VvO-f_A&ust=1365261019833110

Heart rates

Activity sheet 6b Name _____________

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Draw a circle round the activities which make your heart beat faster. Draw a smiley face next to your favourite 3 activities.

Washing my hands


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Breathing

Activity sheet 8 Name _____________

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Use a coloured pencil to draw the path that the air you take in when breathing follows. Use a different colour to show the air travelling back out.

Asthma triggers

Activity sheet 9 Name ___________

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Direction signs

Activity sheet 10 Name _______________

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Energy Balance

Activity sheet 11 Name _________

Instructions: - Energy balance is the balance your body needs between energy coming in to your body from what you eat and drink and energy going out for the things you do. Draw pictures of the foods you like to eat on one side and the things you like to do on the other. Circle the foods you eat that are healthy and draw a circle around the activities you do that get your heart beating faster and use up lots of energy.

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