Vanessa Miller

Year 5 Personal Development & Health Term 3, 2014

GETTING IT TOGETHER
OUTCOMES INDICATORS

KNOWLEDGE & UNDERSTANDING
GDS3.9
Explains and demonstrates strategies for dealing with life
changes
SKILLS
INS3.3
Acts in ways that enhance the contribution of self and
others in a range of cooperative situations
DMS3.2
Makes informed decisions and accepts responsibility for
consequences
VALUES & ATTITUDES
V2 Respects the right of others to hold different values and
attitudes from their own
V3 Enjoys a sense of belonging

devises strategies to cope with life changes, eg
puberty, changing friendships, commencing high
school
recognises a wide range of influences on personal
identity, eg peers, media, cultural beliefs
recognises that many changes occur in a predictable
sequence
explores how expectations of girls and boys, and of
men and women, can influence their choices and
options
describes aspects of social and emotional growth
and development
identifies the positive and negative effects of
various substances on the body
presents an opinion with confidence
justifies why they refuse the offer of cigarettes from
friends and other peers
values the need to pursue healthy lifestyles
ASSESSMENT OVERVIEW

Observation of student behaviour and responses:
- during group work
- during classroom activities
Student anecdotal records
Formal written assessment
Key questions at conclusion of unit
Were the students engaged in the lessons?
Did the students demonstrate understanding of
the concepts addressed?
Did the learning experiences assist students to
gain the knowledge and understanding, skills and
attitudes necessary to make their own health
choices?

As individuals grow they experience a diverse range of
physical, social and emotional changes. These changes
affect each person differently, at different times, and
are the result of many influences that impact upon
them. Individuals need to recognise that
understanding the nature of lifes change and the
uniqueness of individual development is important to
achieving feelings of self-confidence and self-
acceptance.
This unit also provides students with the opportunity
to learn about their changing bodies and the factors
that impact on this change.
EVALUATION















Vanessa Miller

Text Resources Key Questions Extension
Learning Experiences Reflection

Week 1


What is my personal identity?

TASK: Have each student write a personal profile or ID card describing
appearance, interests, strengths and responsibilities. Distribute ID cards
randomly around the class and identify others using the information on the
card. Provide students with an ID card example describing Mrs Miller and
have students guess the identity. Repeat at the conclusion of the activity with
another profile of Mrs Miller but this time listing stereotypical male
descriptors, e.g. fishing, putting the bins out. Discuss gender stereotypes.

TASK: Each student writes their name at the bottom of a piece of paper. Paper
is placed in a pile on the carpet and students randomly select someone elses
paper and write a positive comment about that person. Fold the paper to
cover the writing, replace on the carpet and repeat. Continue repeating the
steps until there is no more room left to write. Students recollect their own
piece of paper. At the end of the activity every individual has a list of positive
comments about them. Discuss how accurate the list was and how it makes
them feel about themselves.

Key questions
Why did you assume the identity belonged to a male?
How well do you know your classmates identities?
How did the positive comment sheet make you feel?
What are the effects of high self-esteem as opposed to low self-esteem?



Week 2

How do gender stereotypes influence identities?

TASK: Have students create a role-play demonstrating jobs in the home.
Discuss roles portrayed and look at the influence of the media, culture and
family values and attitudes on the different roles people play. Discuss Malala
Yousafzais story of being shot for voicing her opinion on education for girls in
Pakistan and compare to our culture. Discuss Parvana by Deborah Ellis and
gender roles in Afganistan and how they compare to our culture.
View the YouTube video A different perspective on gender roles
within the community http://www.youtube.com/watch?v=9d6Q72Gq850
Share the scenarios about students not fitting into the norm for their
gender and how they are teased as a result of this.
http://www.tolerance.org/supplement/what-happens-if-grades-3-5

Key questions
How have gender roles changed within the past 50 years?
How are men and women often portrayed in the advertising?
Who influences gender roles?
How are our identities shaped by gender norms?

TASK: Have students brainstorm all hobbies and sports. Represent this
information on a table of girls and boys hobbies. Include a category
common to both. Discuss how the table would be different twenty years ago.
Present concluding remarks to class based on following questions:


Vanessa Miller

Key questions
Are some activities more popular for girls and boys? Why is this so?
Are there hobbies you would like to do but feel you cant because of
gender? What can you do about this?
Why are sports and hobbies now available for both genders?
Draw a boy or girl, man or woman that doesnt fit into the
stereotypical gender role, e.g. a boy wearing pink and playing with dolls.

Week 3

DRUGS & HEALTH I can say no!

TASK: Revise the definition of the term drug and jointly construct a class list
of drugs that fit the class definition. Propose ways of grouping these
substances such as prescription/non-prescription, medical/non-medical,
legal/illegal

http://www.quit.org.au/criticschoice/ www.oxygen.org.au
Present students with television ads for anti-smoking.

TASK: Students record effects of smoking and consider why people smoke.
Discuss ways to ensure they can make good health choices in relation to
drugs, particularly smoking.

Key questions:
What are drugs?
Can drugs be good for you?
What effects can drugs have on health?
How can I keep my body safe and healthy?
List possible drug free alternatives to meet needs, e.g. ways of relaxing,
having fun or relieving discomfort. Role play scenarios where peers offer
students cigarettes. Justify why they would refuse the offer of cigarettes.



Week 4

What changes can happen to the body?

TASK: Divide the class into research groups to obtain current information
about coronary heart disease in Australia. Concentrate on the following risk
factors smoking, high blood pressure, lack of physical activity, high blood
cholesterol, overweight. Present group findings to the class with a summary
of the effects of risk factors on the body. Discuss the impact on the health of
our nation.
http://www.heartfoundation.org.au/your-heart/cardiovascular-
conditions/Pages/coronary-heart-disease.aspx
http://kidshealth.org/kid/grownup/conditions/heart_disease.html

TASK: Have students set short- and long-term personal health goals for
maintaining a healthy heart and body.
Key questions
What causes heart disease? What are the side effects of heart disease?
How can you prevent heart disease?

Create a quiz with at least five multiple choice questions on smoking
and/or hear disease.


Vanessa Miller


Week 5

What changes occur during puberty?

TASK: Invite a community expert to visit the class and discuss reproduction
and childbirth. View models or videos. Teacher Note: Seek principals and
parental permission and ensure visitors follow school policy in relation to
addressing students. It is important that teachers remain in the classroom,
maintaining the teaching role and managing the visiting speakers input.

Key questions:
Why do we go through puberty?
What changes occur to girls, boys and both genders?
Who can you privately talk to about puberty?

Record any questions students may not have felt comfortable asking in
front of peers on a slip of paper and place in a Question Box. These will be
answered in a later lesson.



Week 6

What changes occur during puberty?

TASK: Ask students to list the changes that occur during puberty. Discuss
these changes considering some of the following:
age at which these changes may occur;
the rate of change;
feelings, reactions and adjustments that may be associated with the
changes; and
the causes of the changes
Puberty Word Match Match changes that happen during puberty with
their description.
Puberty Quiz In pairs or small groups mark statements as true or false.
Discuss the results.

Key questions:
How can people cope with the changes?
Who can you privately talk to about puberty?

Record any questions students may not have felt comfortable asking in
front of peers on a slip of paper and place in a Question Box. These will be
answered in a later lesson.



Week 7

Reproductive Systems

TASK: Distribute descriptors of parts of the male and female reproductive
systems. Discuss functions of the reproductive systems. As a class locate these
parts on a labelled diagram.
In small groups of similar gender students use the words in the box to
label outlines of the male and female reproductive systems and check them
against correctly labelled diagrams. Could be organised as a Hot Potato
activity where each group gets 60 seconds to label the parts and then the
sheet is passed onto the next group who checks/corrects and adds. Teacher
Note: This and the following activity are sensitive issues and information
conveyed needs to be consistent with what has been agreed upon by the
school community.
www.fpq.com.au/teachers/pdf/StAndrewsLutheranCollege.pdf


Vanessa Miller


Key questions:
What is the function of each part?
Why is it important to know the proper names of the reproductive parts?

Answer questions from the Question Box.

Week 8



TASK: Have each student make a list of comfortable feelings and another list
of uncomfortable feelings. Next to the feelings, write examples of feeling this
way. Discuss ways of expressing or dealing with uncomfortable feelings and
the stress associated with these feelings, eg:
Feeling: disappointed when maths result is poor;
Coping Strategy: find out mistakes and plan to work for next test.
Create a general list of how to cope with stresses associated with some
uncomfortable feelings.

Key questions:
How can we cope with change?
What strategies can we use to cope with stress?

Review book work from the term and ensure tasks are completed.


Week 9

TASK: Complete paper test to assess student knowledge.

Review book work from the term and ensure tasks are completed.



Week 10


No RFF due to Planning Days



Resources:
PDHPE Syllabus Module Getting It Started