Contentsassets.pearsonschool.com/asset_mgr/current/201243/PMHE...to plan. Step Allow one oup at a time to esent its scenario to the class. Have the est of the class guess what scenario

iii

ContentsPreface v

Components of the Teacher’s Resource File vi

Physical Health 1 SuggestedLessonPlans 2

InteractiveCD-ROMGuide/Walkthrough 27

ImageMasters 31

SuggestedAnswers 36

Environment and Your Health 41 SuggestedLessonPlans 42

InteractiveCD-ROMGuide/Walkthrough 56

SuggestedAnswers 59

Emotional and Psychological Health 65 SuggestedLessonPlans 66

InteractiveCD-ROMGuide/Walkthrough 85

ImageMasters 89

TeachingNotes 91

SuggestedAnswers 97

iv

Dimension Topic

Lesson Number and Title in the Pupil’s Book

Su

gg

est

ed

Le

sso

n P

lan

Inte

rac

tive

CD

-RO

M

Gu

ide

/Wa

lkth

rou

gh

Ima

ge

Ma

ste

r

Tea

ch

ing

No

tes

Su

gg

est

ed

An

swe

rs

PhysicalHealth

PhysicalChanges

1:MoreAboutPuberty 2 27 36

2:MoreAboutPuberty 4 28 37

3:MoreAboutPuberty 6 37

PersonalHygiene

4:SmellingFresh,KeepingClean

7 31 37

5:SmellingFresh,KeepingClean

9 29 32 37

Puberty 6:MyBodyNeedsEnergy! 11 30 38

7:EatingRightDuringPuberty 14 33 38

8:TheRightWeightForMe 16 34 38

HealthyDiet 9:WatchingWhatIEat 18 38

10:IsThereAn‘IdealBody’? 20 39

EyeCare 11:What’sWrongWithMyEyes?

23 40

OtherProblemsAffectingTheTeeth

12:WisdomTeethMakeAnImpact

25 40

EnvironmentandYourHealth

PreventingTheSpreadOfTransmissibleDiseases

1:MakeMeImmune! 42 59

2:BeStrongAndSociallyResponsible

45 60

3:HIV/AIDSAndHepatitisB 47 60

4:HIV/AIDSAndHepatitisB 48 56 60

WasteMatter 5:WiseAboutWaste 50 57 62

WaterPollution

6:KeepOurWaterClean! 53 57 63

EmotionalandPsychologicalHealth

StressManagement

1:WhatGetsToYou? 66 91 97

2:StressedOut? 68 97

3:BeatStress...TheRightWay 69 85 97

ManagingPeerInfluence

4:ResistingPeerPressure 71 98

5:WiseChoices 73 89 98

RelationshipsDuringPuberty

6:AFeelingCalled... 74 86 98

7:WhatAreYouGettingInto? 76 87 98

8:BuildYourSelf-Esteem! 78 93 99

9:CopingWithSetbacks 81 99

10:Communication 83 96 99

Thefollowingtableliststherelevantpagesforeachlesson.

Component in the Teacher’s

Resource Booklet

v

PrefaceTheover-ridingconceptofthe PrimaryHealth

Educationseriesbuildsonthebeliefthatyounglearnershavemultipleintelligences(HowardGardner,1993)whichshouldbenurturedthroughoutprimaryeducation.Withthatinmind,theTeacher’sResourcesandPupil’sBookshavebeencarefullydesignedtocatertothedifferentintelligences.

Theteacherisguidedthroughdetailedlessonplanstoengagepupilsindiscoveryandactivelearningofhealthconcepts.Astheadult,theteacherplaysacrucialroleinfacilitatingandstimulatingpupils’dialogue,co-actionandco-constructionofknowledge.He/Shequestions,summarises,clarifies,andencouragespupils’explorationsandapplicationsofconceptsthataretaught.

ThematerialsinthisHealthEducationserieshavebeenpreparedaccordingtotheapprovedsyllabusproducedbytheSingaporeMinistryofEducation(MOE).Toaidinthelearningandmasteryofhealthconcepts,thereisextensiveuseoflocalsettingsthatpupilscaneasilyidentifywith.Inaddition,sixcharacterswithdistinctivepersonalitytraitsthattypifyschool-goingchildrentodayaccompanypupilsintheirlearningjourney.

vi

Thekeyidea(s)andobjective(s)ofeachlessonarelistedhere.Theycorrespondtothescopeofcontentandlearningobjectivesinthesyllabus.

74

Em

otio

na

l an

d P

sych

olo

gic

al H

ea

lthLesson 6: A Feeling Called...Objective:At the end of the lesson, pupils will be able to explore different ways of developing healthy relationships with family members, peers and school leaders.

Key Idea:During puberty, interest in the opposite sex increases. However, one should:– have a wide circle of

friends;– participate in group

activities such as sports, picnics, etc; and

– focus on his/her studies.

StartDiscussion (Interpersonal)• Show pupils pictures of popular teenage movie or pop stars, and famous

sports personalities. Ask them whether they like any of the stars and why they like them.

• Alternatively, you may want to ask pupils to bring pictures of their favourite movie or pop stars to class and to share about why they like or admire them.

• Refer pupils to the picture in the Pupil’s Book and have them consider what Ting Ting and Haron are experiencing.

• Tell pupils that for some of them, the way they feel about their favourite stars may be similar to what Ting Ting and Haron are feeling.

DevelopActivity (Intrapersonal)• Ask pupils to complete the fill-in-the-blank activity in the Pupil’s Book.• Discuss pupils’ answers with them.

Lecture• Tell pupils that during puberty, they may become curious about boy-girl

relationships and feel the longing to enter into one. • Point out to pupils that their adolescence can be a very fulfilling time in their

lives even without being in a relationship.• Encourage pupils to build a wide circle of friends and to engage in healthy

group activities such as sports, interest clubs, community service, etc. Refer to your school’s copy of ‘The Growing Years: Curious Minds—Upper Primary Series’ Teacher’s Resource File for more details.

• Remind pupils that they also need to give time and energy to focus on their studies.

ConcludeActivity (Interpersonal)• Get pupils to complete the activity in the Pupil’s Book.• Have pupils share their written responses with the class.

Page 53

Page 53

Page 54

Suggested Answers:Lesson 6 (Page 98)

Additional Resources:The Growing Years: Curious Minds—Upper Primary Series Teacher’s Resource File (Page 113)

Suggested Lesson Plans Relationships During Puberty (Lessons 6 to 10)

Objective and Key Idea Procedure Pupil’s Book Teacher’s Resource

Components of the Teacher’s Resource File

The PrimaryHealthEducationTeacher’s

ResourceFilecontainsthreeTeacher’sResourceBooklets(oneforeachlevel),PostersandanInteractiveCD-ROM.

EachTeacher’sResourceBookletisorganisedbydimensionandispresentedinthefollowingorder:PhysicalHealth,EnvironmentandYourHealth,andEmotionalandPsychologicalHealth.ItincludesSuggestedLessonPlans,InteractiveCD-ROMGuides/Walkthroughs,ImageMasters,TeachingNotesandSuggestedAnswers.

Asuggestedprocedureisgivenforeachlesson.Pleaseseepagesviiitoixformoredetails.

Therelevantpagenumber(s)inthePupil’sBookis/aregivenhere.

AvailableresourcessuchasImageMasters,TeachingNotesorCD-ROMactivitiesforeachlessonarelistedhere.

vii

Inte

ract

ive CD-RO

M

Guide/Walkthrough

Topic: Physical Changes

Lesson 1Activity Title: The Male Reproductive System

This activity is to be used in the development of the lesson.

Pupils will learn the names of the different male reproductive organs, as well as the changes that occur in these organs, and the male body in general, during puberty.

Details are as follows:

Teach pupils about the different parts of the male reproductive organs using the diagram in the CD-ROM activity. Roll-over the diagram with the mouse. Click on the highlighted parts to reveal the name of each part and its description.

Once all the parts have been explained, pupils will then have to label the different parts of the reproductive system. Click on each label and drag it into the box that points to its respective reproductive organ. This part of the activity can be used in conjunction with the Pupil’s Book activity on page 5.

Next, an animation accompanied by a voice-over will explain the changes that occur in the male body during puberty.

27Physical Health

31Physical Health

Name: Class: Date:

Lesson 4

Feminine HygieneGirls need to take extra care of their hygiene when they are having their period. Sanitary towels, or pads, should be changed every three to four hours to prevent odour and bacterial infections.

When disposing of soiled sanitary towels, girls should follow these steps:

4. Wash your hands thoroughly.

1. Roll up the used pad. 2. Wrap it in toilet paper.

3. Dispose of the pad in the rubbishbin or the special sanitary paddisposal bin found in the toilet.Never flush the pad down thetoilet.

Good hygiene is all about staying clean and fresh. Not only will it keep you healthy, it will also keep you happy!

96Emotiona

l and Psychologica

l Health

Teaching Notes:

Managing Peer

Influence

Note:These teaching

notes aredesigned

as background read

ing

materialsfor teache

rs to better unders

tand theteaching

content. They are not

meant to be read out

to the class.

Charades

This gameaims to giv

e pupils the opportun

ity to observe feeling

s

portrayedthrough no

n-verbal channels o

f communication. Si

nce

speaking is not allow

ed in ‘Charades’, pu

pils will need to use

their

body language effec

tively to convey their

messages.

Instructions:

Step 1: Organise pu

pils into groups of fiv

e or six.

Step 2: Tell pupils th

ey are going to play

a game of ‘Charade

s’.

Explain topupils that

each group will take

turns to act out

a given scenario wh

ile the rest of the cl

ass is to guess

what scenario they a

re portraying. Pupils

are not allowed

to speak while acting

. However,they may lo

ok for theirown

props to act out the s

cenarios.

Step 3: Each group i

s to be given one of

the following scenar

ios,

written onan index c

ard.

– A groupof pupils a

re comforting their c

lassmate whose

pet has passed away

.

– A childhas just re

ceived asurprise g

ift from his/her

parents.

– Two siblings are

arguing over who g

ets to usethe

computer.

– A pupilis upset b

ecause he/she has j

ust lost his/her

handphone.

– A groupof pupils

are celebrating the

ir classmate’s

birthday for him/her.

– A groupof pupils

are anxiously waiting

to enter the

examination hall.

– Two friends are try

ing to persuade a thi

rd personto go

to the movies.

– A groupof pupils

are enjoying thems

elves atthe

swimmingpool.

Step 4: Give each g

roup threeminutes to

plan.

Step 5: Allow one g

roup at atime to pr

esent its scenario to

the

class. Have the rest

of the class guess w

hat scenario is

being portrayed. In

particular,ask pupils

to guess what

feelings are being po

rtrayed.

TeachingNotesprovidebackgroundinformationoncertaintopics,ordetailsregardinggamesoractivitiestobeusedinthelessons.

ImageMastersarereproducibleworksheetstobeusedinclassorasextensionactivities.Theymayalsobegiventopupilsasnotes.

TheInteractiveCD-ROMGuide/Walkthroughprovidesthesynopsis,instructionsandanswerstotheCD-ROMactivities.

59Environment and Your Health

SuggestedAnswers

Note:These suggested answers are for the lessons in the Pupil’s Book. For suggestedanswers to the Interactive CD-ROM activities, please refer to the Interactive CD-ROM Guide/Walkthrough.

Preventing The Spread Of Transmissible Diseases

Lesson 1: Make Me Immune!

Page 29

Disease Symptoms Vaccine available?

Tuberculosis

• Coughing out blood

✔• Loss of weight

• Loss of appetite

Chicken pox• Fever

✔• Red and itchy blisters

SARS

• Breathing difficulties

✘• Fever higher than 38°C

• Coughing

Cholera

• Watery diarrhoea

✔• Vomiting

• Nausea

Dysentery

• Bloody diarrhoea

✘• Intense stomach pain

• Fever

• Rapid loss of weight

SuggestedAnswersfortheactivitiesinthePupil’sBookandImageMasterworksheetsareprovided.

TheInteractiveCD-ROMcontainsactivitiesforeverydimension.TheactivitiescomplementthoseinthePupil’sBookandmaybeusedtostart,developorconcludethelesson,orasanextensiontothelesson.Itmaybeusedforfrontalteachingorself-directedlearningbypupils.

Thepostershighlightthefollowingtopics:havingahealthylifestyle,preventingthespreadoftransmissiblediseases,handlingsexualabuseandresistingpeerpressure.

viii

The PrimaryHealthEducationseriesmakes

useofavarietyofteachingmethodstoengagepupilsintheirstudyofHealthEducation.Eachlessoninvolvestheuseofoneormoreteachingmethods—seetheSuggestedLessonPlansfordetails.

ThetablebelowliststheteachingmethodsthatareusedinthePrimary5level.Abriefdescriptionandaimofeachteachingmethodarealsoincluded.

No. Teaching method Description Aim

1. Brainstorm Describeasituationorproblemtopupils.Encouragepupilstosuggestsolutionsandnotethemontheboard.Donotallowotherstocommenton,criticiseorevaluatetheirsuggestions.Brainstormingmaybeconductedasaclassoringroupsoffourorfive.

Tostimulatepupilstothinkcreativelyandgenerateasmanyideasaspossibleregardinganissuerelatedtothetopictheyarestudying.

2. TeamCollaboration

Dividetheclassintogroupsoffourorfive(orotherwiseasindicatedinthelessonplan).Eachgroupistodiscussthetaskgivenandworktowardscompletingit.

Toencourageco-operativelearninginpupilsandthecompletionofataskthroughgroupparticipation.

3. Discussion Thismethodinvolvesanexchangeofideas,opinionsandthoughtsonasubjectbetweenpupilsandtheteacher.Itallowstheteachertoaddressandclarifyanyconcernsorqueriesthatpupilsmayhave.

Tohelppupilsformulateandcommunicatetheirideas,opinionsorthoughtsonasubject,andtoallowforclarificationofanyconcernsorqueriespupilsmayhave.

4. Lecture Giveapreparedoralpresentationofthekeyidea(s)ofalessontotheentireclass.

Topresentthekeyidea(s)ofthelessontotheentireclassinashortperiodoftime.

5. Lecture-Discussion

Giveapreparedoralpresentationofkeyidea(s)ofthelesson.Thisisfollowedbyashortperiodofdiscussiontoimmediatelyaddressandclarifyanyconcernsorqueriespupilsmayhave.

Topresentthekeyidea(s)ofthelessontotheentireclassandtoallowforclarificationofconcernsorqueriesimmediatelyafter.

6. QuestionandAnswer

Callonpupilstoanswerquestions.Pupilsmaybeaskedtorespondindividually,ortheymaybepaired-upororganisedintogroupstobrieflydiscusstheiranswersbeforesharingthemwiththeclass.

Toassesspupils’understandingofthekeyidea(s)ofthelesson.

ix

No. Teaching method Description Aim

7. Review Summariseorrecapthekeyidea(s)thathavebeentaught.Allocatetimetoallowpupilstoaskquestionstoclarifyanyqueriestheymayhave.

Tohelppupilsrecallthekeyidea(s)ofthelesson.

8. RolePlay Selectpupilstoreadaloudadialogueoractoutascenepresentedinthebook.Abriefdiscussionshouldfollowregardingpupils’feelingsandthoughtsduringtheroleplay.

Tohelppupilsconsiderconceptsandideasfromdifferentviewpointsregardingatopic.

9. Demonstration Showorperformataskorskilltopupils.Alternatively,selectoneorafewpupilstodemonstratethetaskorskilltotheclass.

Tohelppupilslearnandunderstandacertaintaskorskilleasily.

Intheeventthatnoneoftheaboveteachingmethodsisexplicitlyusedforanactivity,theactivitywillbelistedunderoneofthefollowingheadings:

No. Heading Description

1. Activity Thisindicatesthatwrittenworkistobedone.

2. ClassActivity Thisindicatesanactivitythatisconductedintheclassroomorelsewherewithintheschool.

3. Crossover-[subject]

Thisindicatesthattheactivityiscross-curricularinnature.Therelatedsubjectsmaybeoneofthefollowing:Art,Mathematics,MusicorScience.

4. InteractiveCD-ROM

ThisindicatestheuseofanactivityintheCD-ROMandabriefdescriptionoftheactivityisgiven.RefertotheInteractiveCD-ROMGuide/Walkthroughfordetailsoftheactivity.

5. Sharing Theteacheristosharesomethingabouthimself/herself,orthepupilsaretosharesomethingaboutthemselves.

6. Survey Pupilsareaskedquestionsandatallyoftheirresponsesmade.Thepurposeofthesurveyistohelppupilsrelatewhattheyhavelearnt,oraregoingtolearn,totheirdailylives.

x

TheMultipleIntelligencesapproachregardsintelligenceasmulti-dimensionalandcanbetaughtanddevelopedovertime.Theapproachtakesintoconsiderationthefactthatpupilshavediverseintelligencesandrequiredifferentlearningexperiences.

Withthatinmind,someoftheactivitiesinthe

PrimaryHealthEducationserieshavebeenwrittentodevelopaparticularintelligence—forinstance,visual/spatial,verbal/linguistic,musical/rhythmic,intrapersonalorinterpersonal.Insuchcases,thetypeofintelligencetheactivitydevelopsisindicatedwithinbrackets.

Thetablebelowliststheeightmultipleintelligencesandtheactivitiesthatbestdevelopthem.

No. Multiple intelligence Activities

1. Bodily/Kinesthetic Hands-onactivitiessuchasacting,roleplaying,dancingandmovingabout

2. Interpersonal Interactingwithothersanddoinggroupwork

3. Intrapersonal Individualworkwhichrequiresreflection

4. Logical/Mathematical Activitiesinvolvingnumbersandpatterns,applyinginformationtotasks,brainstormingandorganisingfacts

5. Musical/Rhythmic Musicalactivitiessuchasrapping,clapping,hummingandcomposingmusic

6. Naturalist Observingthesurroundings

7. Verbal/Linguistic Reading,writinganddiscussing

8. Visual/Spatial Activitiesinvolvingvisualssuchasdrawing,creating,solvingpuzzlesandusinggraphicorganiserstoorganiseinformation