HEALTHY LIVING

YEAR 4

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The Curriculum Development Unit (CDU) section of the Ministry of Education owns the copyright to
this Y4 Healthy Living Pupils Workbook. Schools may reproduce this in part or in full for classroom
purposes only. Acknowledgement must be included on any reproductions. Any other use of this
workbook must be referred to the Curriculum Development Unit, Ministry of Education, Fiji.

© Ministry of Education, Fiji, 2015

Published by

Ministry of Education

Waisomo House

Private Mail Bag

Suva

Fiji

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Acknowledgement

The following people are acknowledged for their contribution in the

development of this Pupils Workbook.

• Mrs. Alisi Tabu Delainamasi Government School

• Mr. Noe D Ceinaturaga Rewa District School

• Mr. Epineri Vuli Burenitu Village School

• Mr. Maretino Koroivuki Delainamasi Government School

• Mr. Keasi Delana Jnr Examination & Assessment Unit

• Mr. Aminio L. Kaivuaqava CAS/TEST-(CDU-Primary)

 Mrs Virisila Naisele CDU-Pimary Curriculum

Vetting Group

 Mr. Muni Ravinesh Gounder Vunimono Sanatan Primary

 Mr. Laitia Ratuwere Saraswati Dilkusha Primary
 Mr. Shaneel Chand Burebasaga District School

This is not the only textbook to be used by teachers. It is a support material for them and they can
select other available resource materials which might suit their children in their own context.

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Table of Content

Unit Topic Page

1 Growth and Changes in Boys and Girls 5

2 Types of Changes in Boys 6-7
3. Importance of Extracurricular Activities 8
4 Growth and Development Of A Year 4 Student 9-10
5 Skeletal Body System 11-13
6 Human Digestive System 14-15
7 Understanding others : Physically Challenged Peers 16
8 Respecting Others 17
9 Importance of Having Rules 18
10 Leaders 19
11 Assertiveness 20-21
12 Self Esteem, Confidence and decision Making 22-23
13 Personal Safety 24-29
14 Importance of Emergency Information 30
15 Strategies and skills to handle unsafe situations 31
16 Good Hygiene 32-33
17 Importance of Balanced Meal and Physical Education 34-35
18 People and Food 36--37
19 Food and Choices 38
20 Importance of water 39
21 Sources of Drinking Water 40
22 Water Borne Diseases 41
23 Importance of Fresh Clean Air 42-43
24 Conservation Of Environment and Resources 44
25 Being a responsible Citizen 45-46

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UNIT 1: GROWTH AND CHANGES IN BOYS AND GIRLS

1. As boys and girls grow up, there are some changes happening to
their bodies.
2. Their body shapes also change and this will continue as they grow
up.
3. It is very important to eat the right type of food in the correct
amount to assist our bodies when growing.
4. Most changes in girls happen around 10-12 years of age.
5. Body changes in boys usually happen after girls their age. Most
changes in boys happen around 12-14 years of age.

Changes in girls as they grow

Changes in boys as they grow

Activity 1:

1. Discuss with your teacher of some of the changes that happen to us

since you were 6 years old.
2. Draw and colour yourself when you were in Year One and when you
are in Year 4 now.

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UNIT 2 TYPES OF CHANGES IN BOYS AND GIRLS

A. Physical Changes

Girls Physical Changes Boys Physical Changes

 Hip widens
 There is weight gain,
particularly on the hips.
 Muscles get bigger and stronger,
but they do not show up as
much as boys' muscles.
 Boys gain weight.
 Shoulders get wider.
 Muscles start to get bigger and
stronger.
 voice becomes deeper

B. Social Changes in Boys and Girls

 busy working out who they are and where they fit in the world.

 Seek more freedom

 seeking more worth or trust

 looking for new experiences:

 thinking more about „right‟ and „wrong‟:

 swayed easily by friends

C. Emotional Changes in Boys and Girls

 Shows strong feelings and intense emotions at different times.

 is more sensitive to other people‟s emotions

 Take notice about physical appearance and changes.

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 D. Psychological Changes in Boys and Girls
 anti-social behaviour
 risk-taking behaviour

Body image and Shapes

Body image refers to how you see yourself, how you feel about the way
you look and how you think others see you. The reality is that both males
and females come in all different shapes and sizes, therefore it is
unrealistic to represent only one body type as beautiful.

During growth, you will notice your body beginning to change, and
perhaps become more aware of the way your body looks; this is completely
normal. If you are feeling really worried about something in particular,
don‟t be afraid to talk and ask questions about your concerns with
someone you trust.

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UNIT 3: IMPORTANCE OF EXTRA CURRICULAR
ACTIVITIES

Academics are an important part of each student's high school years,

especially since primary school grades play an integral role in secondary
acceptance. Parents believe that devoting a great deal of time to studying
guarantees success in future.
However, there is another more useful component of a well-rounded
education. Extracurricular activities, such as basketball, baseball, tennis,
debating, chess clubs, girl guides, scouting, choir and computer clubs can
round out students' academic careers to great effect.
Besides being fun and a great way to socialize with peers, extracurricular
activities can enhance students' time management and stress
management skills, improving overall productivity.

source:https://www.gapyear.com/products/120792/teaching-in-a-paci

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UNIT 4: GROWTH AND DEVELOPMENT OF YEAR 4
STUDENTS

Children progress at different rates. They have different interests, abilities,

and personalities. But there are some common milestones many children
reach from ages 6 to 12.

What can the child do at these ages?

As the child grows, you‟ll notice him or her developing new and
exciting abilities.

A child age 10 to 12:

 Likes to sew and paint

What does the child understand?

As children enter into school age, their skills and understanding of

concepts continue to

A child age 10 to 12:

 Writes stories

 Likes to write letters

 Reads well

 Enjoys using the telephone

How will the child interact with others?

An important part of growing up is learning to interact and socialize with

others. During the school-age years, you‟ll see a change in the child. He or

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she will move from playing alone to having multiple friends and social
groups. Friendships become more important.

A child age 10 to 12:

 Finds friends are very important; may have a best friend

 Likes and respects parents

 Enjoys talking to others

How can I encourage the child's social abilities?

Adults can help boost their school-aged child's social abilities by:

 Setting limits, guidelines, and expectations and enforcing them with

appropriate penalties

 Modelling good behavior

 Complimenting cooperative and personal achievements

 Helping them to choose activities that are suitable for his or her
abilities

 Encouraging them to talk with you and be open with his or her
feelings

 Encouraging them to read, and reading with your child

 Encouraging them to get involved with hobbies and other activities

 Promoting physical activity

 Encouraging self-discipline and following rules that are set

 Teaching them to respect and listen to authority figures

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 Encourage them to talk about peer pressure and setting guidelines
to deal with peer pressure

 Spending uninterrupted time together and giving full attention to

them

 Limiting television, video, and electronic gadget time

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UNIT 5: SKELETAL BODY SYSTEM

1. There are about 206 bones in our body

2. Bones help us to:
 move around and do things
 protect our inner organs like lungs, heart
and brain
 hold our body upright
3. We need to look after our bones properly.
4. Milk helps to build our bones.
5. Exercise helps to build our bones stronger.

Bones contain a lot of calcium (an element found

in milk, broccoli, and other foods). Bones
manufacture blood cells and store important minerals.

The longest bone in our body is the femur (thigh bone). The smallest bone
is the stirrup bone inside the ear. Each hand has 26 bones in it. Your nose
and ears are not made of bones; they are made of cartilage, a flexible
substance that is not as hard as bone.

JOINTS

Joints: Bones are connected to other bones at joints. There are many
different types of joints, including:

1. Fixed or immovable joints e.g. skull and which

consists of many bones).An immovable joint is a place
in the body where two bones are joined together but
where little or no movement is normally possible.

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2. Hinged joints (such as in the fingers and toes, ankle, elbow, and knee
joints)- A hinge formed between two or more bones where the bones
can only move up and down only in one direction.

Source: https://www.google.com/search?q=skeleton+and+joints

3. ball-and-socket joints (such as the shoulders and hips). A joint that

moves in all directions e.g.hip and shoulder joint

Source: https://www.google.com/search?q=skeleton+and+joints

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Activity 3

1. Draw and write the types of exercise/activities/work that you like

doing which helps build your bones strongly.

Care of Skeletal System

1. Strengthen your skeleton by drinking milk and eating other dairy

products (like low-fat cheese or frozen yogurt) as they contain
calcium, which helps bones harden and become strong.
2. Be active!
3. Exercise like running, jumping, dancing, and playing sports

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UNIT 6: HUMAN DIGESTIVE SYSTEM

The human digestive system is a complex series of organs and glands

that processes food. In order to use the food we eat, our body has to break
the food down into smaller parts
that it can process; it also has to
remove waste.

Most of the digestive organs are

tube-like and contain the food as
it makes its way through the
body. The digestive system is
essentially a long, twisting tube
that runs from the mouth to the
anus.

The digestive process begins in

the mouth. Food is partly broken
down by the process of chewing
and by the chemical action of
enzymes.

After being chewed and

swallowed, the food enters the
esophagus (food pipe). In the stomach - The stomach is a large, sack-like
organ that churns the food and bathes it in a very strong acid.

The end of the process - Solid waste is then stored in the rectum until it is
excreted via the anus

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TAKING CARE OF OUR DIGESTIVE SYSTEM

1. Eat a high-fiber diet/ roughage to prevent constipation.

2. Limit foods that are high in fat.
3. Choose lean meats.
4. Eat on schedule.
5. Drinking plenty of water.
6. Exercise regularly.

Activity

1. Fill in column B, with what the organ does to the body. Your teacher
may assist you.

Organ What it does [Function]

Mouth
esophagus
stomach
Small intestine
Large intestine
Anus

2. How can you look after your digestive system?

3. Name some foods that will help keep your digestive system healthy?
4. Why should you drink plenty of water?
5. Why is regular exercise needed for healthy digestive system?

Research Work

What is the function of the large intestine and the small intestine
in our bodies?

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UNIT 7: UNDERSTANDING OTHERS- PERSONS WITH
DISABILITIES

Vision impairment

Vision impairment (or "visual impairment") is vision loss of a person .

Hearing impairment

Hearing impairment or deafness refers to conditions in which individuals

are fully or partially unable to detect at least some sound which can
typically be heard by most people.

Mental health

A mental disorder or mental illness is a psychological or behavioral pattern

generally associated with subjective distress or disability that occurs in an
individual, and seen by people as being outside of normal development or
cultural expectations.

Physically impairment

1. They long to be normal and be seen as normal as much as possible.

2. These children need to feel as successful too!

3. Keep your expectations of the persons with disability child high. This
child is capable of achieving.

4. Do not give rude remarks, name calling or tease them.

5. Compliment appearance from time to time.

6. Make adjustments and accommodations whenever possible to enable

this child to participate with you.

7. Never pity a person with disability; they do not want your pity.

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UNIT 8: RESPECTING OTHERS

Respect includes taking someone's feelings, needs,

thoughts, ideas and wishes into consideration.

Respect can be shown through behavior and it can also

be felt. We can act in ways which are considered
respectful, yet we can also feel respect for someone and feel respected by
someone

Why respect is important

We can all sense whether we are respected or not. This holds true for
those with money and power as well. Moreover, it is quite possible that
those who pursue money and power are actually trying to gain a type of
respect that they never have truly felt.

Here are some specific ways to show respect:

 Asking others "How would you feel if..." before making a decision
which affects them
 happily make changes to accommodate their feelings, desires and
needs
 Not interrupting them
 Asking and allowing feedback. Trying to understand their beliefs,
values and needs
 Giving them the opportunity to solve their own problems without
underestimating them.

Avoid telling them what to do

Avoid telling them what they 'need' to or 'should do

He who loves others is constantly loved by them. He

who respects others is constantly respected by them.

……..Mencius 18
 Activity
1. What are some of the ways we can assist people with disabilities?
2. Why should we respect others?

UNIT 9: IMPORTANCE OF RULES

1. Rules are important in our lives, whether it be

home rules, school rules, community rules or
national laws.
2. It is important for us to follow rules because if we
don‟t then we will have to face the consequences
3. It seems that people don't like rules as they represent a kind of
restrictions, but in fact life can't be organized without rules.
4. People always need rules and laws to be able to live happily together.
5. If there are no rules and everyone is free to do whatever they want,
most people will probably behave selfishly.
6. We need rules to help us get a long together and show respect to
each other.
7. All the rules and laws have the same purpose. They organized the
relations between individuals and the society to make it clear what
is right and wrong and what happens if someone breaks the rules.
8. They are designed to ensure fairness, safety and respect for other
people's right.
9. Most of us are basically honest, and knowing the rules means that
we usually try to follow them.
10. One reason we do is to avoid punishment, but the strongest
argument for following the rules is to make the world a peaceful
place to live in

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Activity
1. In groups, write your classroom rules. Make a class presentation
and then make one for the class as a whole
2. Write some home rules that you need to follow at home

UNIT 10: A GOOD LEADER

A good leader is able to

1. Communicate verbally or in
written
2. Understand the task, aim and
vision of the group
3. Make wise decision
4. Tells, plan and support group
work
5. Fair, alert and helpful to Source: http://outlava.com/wp-
content/uploads/2015/03/leadership-quotes-pictures.jpg
needs of individuals

Source: http://outlava.com/wp-
content/uploads/2015/03/leadership-quotes-pictures.jpg
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UNIT 11: ASSERTIVENESS

Assertiveness( Boldness) is a style of communication in which a person

expresses his thoughts and feelings in a verbal, non-blaming, respectful
way.

Bullies often select targets that they believe will not stand up for
themselves. The more a bully sees that he can pick on his target
unchecked, the more he will do it.

That‟s why an assertive (Boldness) response is so effective in countering

bullying. The child who masters assertive communication demonstrates
that a bully‟s attacks will be answered in a fair, but difficult way. Finding
his target to be too powerful to irritate, the bully will most often move on.

Passive, Aggressive & Assertive Communication Styles

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Consider these possible exchanges between a bully (Florence ) and her
would-be target (Grace):

Flo: If you want to sit at our table, you can‟t dress like that. You have to
wear clothes from Jacksl.

Grace These are from Jacks. They‟re from your favorite store. I love the
way you dress.

This response is a passive one that allows Flo to walk over

Grace‟s personal boundaries. Grace sends a clear message:
“Being rude to me is OK. Making me little is just fine. I will
take whatever you say, in the hopes that you will like me.”

Grace: Who would want to sit here with you at the loser table, anyway?

This aggressive response challenges Flo to challenge the strong

reply. By copying Flo‟s aggressive response, Grace has almost
assured that another conflict will follow.

Grace: Cut it out, Flo. Clothes aren‟t what‟s really important here.

This response is assertive. Grace lets Flo know that she does not
intend to be abused. Her communication is simple and
unemotional. It protects her boundaries without crushing over
Flo‟s.

Children who learn from a young age to communicate assertively show a

kind of confidence that protects them from being targeted by bullies later
in life.

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UNIT 12: SELF-ESTEEM, CONFIDENCE AND DECISION
MAKING

Self-esteem answers the question, “How do I feel about who I am?” We

learn self-esteem in our family of origin; we do not inherit it.

Low self-esteem is a negative evaluation of oneself. This type of evaluation

usually occurs when some circumstance we encounter in our life touches
on our sensitivities.

We can provide for our own safety, tolerate confusion, and raise self-
esteem by learning and using these essential life skills:

o Experience feelings. “Feel” feelings in your body and identify

your needs. When we do not respect our feelings, we are left to
rely on what others want and believe.
o Optional thinking. By giving ourselves options, we open
ourselves to new possibilities about how to think about our
problems.
o Detachment. End all abuse; say “no” to misrepresentations
and rules. By maintaining personal boundaries, we
discourage abuse by others and state our differences.
o Assertion. Voice what you see, feel, and want by making “I”
statements. By expressing our thoughts, feelings, and desires
in a direct and honest manner, we show that we are in charge
of our lives.
o Honesty. End self-absorption; listen to others‟ words and
meanings to restate them. In this way, we act with awareness
of our contribution to events as well as understand with the
needs of others.

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DECISION MAKING

Decision making is the process of making choices. There are steps to

follow to reach the best choice. Never forget choices have costs.

Step 1: Name your situation e.g. I want to play

netball

Step 2: Talk about it

 If I play netball I‟ll waste more time, I‟ll fail

exam.
 If I don‟t play netball I‟ll have more time to
study.
 If I play netball I can go and study abroad.

Step 3: Choose the best action: - I‟ll play netball and I‟ll go and study
abroad

Step 4: Take action

Step 5: Look back at the decision you take

If you are successful, you will be

happy.
If you are not, don‟t forget that was
your decision in the first place.

Source: http://f54d6bf2b1.se/?subid=JMC1259.FJ_Tv_L24sKgs-PbheBVxBIQe&placement=401567&redirect

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UNIT 13 : PERSONAL SAFETY

The following are tips that can help you avoid becoming a victim of a crime
when you are out and about, or staying at your home. It is always better to
be safe rather than sorry

At Home

 Know who is at your door before opening it.

 Never rely on chain locks.
 Never dress in front of windows, always close your curtains.
 Never let anyone into your home without proper identification.
 Never let strangers into your home to use the telephone. Make the
call for them while they wait outside.
 Always leave outside lights on after dark.
 If you receive a wrong number phone call, don't give out your name
or phone number.
 If you receive a rude phone call, hang up and call police.
 If you suspect anyone is in your house, do not go in. Go to a
neighbour and call the police.
 If you see or hear anything suspicious, call the police.

In the water

Being in the water can be a lot of fun, whether it‟s a pool, pond, river, sea
or ocean. But it also can be dangerous if you don‟t follow a few simple
safety rules. The following activities will help you stay safe in the water.

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Activity
Instructions: Write true or false after reading each statement:
1. If you‟re a good swimmer, you don‟t have to wear a lifejacket on a boat.
______________

2. You should always swim with a buddy/friend._________

3. It‟s OK to swim during a storm. ______________

4. If you‟re caught in a rip current, you should swim toward the shore. ___

5. You should always swim with an adult or lifeguard nearby. _____

6. Swimming in very cold water can be dangerous.________________

Fill in the blanks with words from the word box below:

Word box

depth drowning run swim walk

1. If you don‟t know how, it‟s a good idea to learn how to______________

2. Never __________ near a pool.

3. Before jumping into a pool, look for ______________ markers so you know
where it‟s OK to swim and dive.

4.______________________ is the second most common cause of death from

injuries for kids younger than one.

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ROAD RULES

1. Walk on the right-hand side of the road so you can see

oncoming traffic.

2. When using any type of crossing you should:

a) Always check that the traffic has stopped before you start to cross.

b) always cross at the zebra or pedestrian crossings and do not

jaywalk

c) be prepared to walk in single file, especially on narrow roads or in

poor light

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3. When taking children out, keep between them and the traffic
and hold their hands firmly.

4. Stop just before you get to the kerb, where you can see if
anything is coming. Do not get too close to the traffic. If there‟s
no footway or footpath keep back from the edge of the road but
make sure you can still see approaching traffic.

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5. Moving vehicles

You MUST NOT get on to or hold on to a moving vehicle.

6. At night wear something reflective to make it easier for others

to see you. If there is no pedestrian crossing nearby, cross the
road near a street light so that drivers can see you more easily.

7. At traffic lights

You should only start to cross

the road when the green figure
appears. If you have started to
cross the road and the green
figure goes out, you should still
have time to reach the other
side, but do not delay.

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RIDING THE BUS

 Look around when getting off the bus or car, and be

aware of people around you.
 Get on or off a bus only when it has stopped completely
to allow you to do so.
 Watch out for motorist when you are getting off.
 Never cross the road directly behind or in front of a bus.
 Wait until it has moved off and you can see the road
clearly in both directions.

If You Are Attacked

 Use common sense. Try to talk your way out of it.

 Try to negotiate.
 Stall for time.
 Be verbally assertive.
 Distract the assailant and then flee. Run toward an open business
or a group of people. Hide if you get the opportunity.
 Scream loudly and keep it up to attract attention and help from
people nearby.
 Notify The Police immediately.
 And finally, if a crime occurs, report it.

FIRE SAFETY

Causes of fire at school and home

 Children playing with matches

 Lit candles near curtains
 Gas and kerosene stove exploding
 Electric faults

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Activity

Draw and label inflammable substances at home

PREVENTION

1. Store flammable substances away from flame and children

2. Turn off gas cylinders after cooking
3. Turn off electrical switches after cooking
4. Place candles where they cant start a fire
5. Do not play with matches inside a room
6. Do not refill stoves when its alight
7. Label containers at home.

Safety while playing

 Learn the rules of the game

 Always wait for your turn
 Obey the rules of the game
 Play for enjoyment

UNIT 14 IMPORTANCE OF EMERGENCY INFORMATION

The best time to prepare for an emergency is

before one happens. Parents make sure your
family knows emergency phone numbers and
your children know how to place a call for
help.

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Need-to-Know Numbers

During an emergency, it's easy to become disoriented and upset, so you

need to have all important phone numbers readily available ahead of time.

Write each phone number clearly in large print so it will be easy to read.
Use a pen with dark-colored ink or type it on the computer because pencil
or light-colored ink can be harder to read when you're in a hurry or if
lights are dim.

Make sure the list includes these

numbers:

1. Emergency medical services: In

most places this is 911.
2. Fire department-911
3. Police department- 917
4. Family doctor-
5. Parents' work place
number/location
6. Parents' cellphones
7. Neighbours and/or relatives

Your list also should include known allergies (especially to any medicines)
and medical conditions, medications taken by family members.

Activity

Make an emergency list of phone numbers for yourself and paste in your
book

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UNIT 15: STRATEGIES AND SKILLS TO HANDLE UNSAFE
AND VIOLENT SITUATIONS

1. Avoidance
2. Reducing the risk
3. Distancing
4. Assertiveness

BEING ASSERTIVE MEANS

1. I SAY what I want, feel, think and
2. I LISTEN to what others want, feel, think.
3. I stand up for MY RIGHTS without violating the RIGHTS OF
OTHERS
PROTECTIVE STRATEGIES

Students need to:

1. trust themselves, their feelings, their judgements.
2. talk about what is happening
3. take control of the situation to achieve desired outcomes.
WHAT TO DO IN A NATURAL DISASTER
Natural disasters can and will occur at any hour of the day or night.
Pre-planning can save lives, as well as save your house. In the event of
a natural disaster in which you can or must leave your home. Some of
these items might include:
 Special medications or dietary foods
 Eyeglasses
 batteries
 First Aid

Activity

1. Name food items that you need to stock during disaster

2. List other items that should be included

33
UNIT 16: GOOD HYGIENE AT HOME

What is hygiene?

It is staying healthy at all times.

Why is Hygiene important

It is important as it helps to keep everyone healthy. Poor hygiene leads to

diseases and illness.

Personal Hygiene is a need for all family members so that they have a
healthy lifestyle. Example of personal hygiene habits are

Washing their bodies

Washing hands
Brushing teeth
Keeping nails short
Clean toilet habits
Coughing or sneezing
using a handkerchief
Not spitting carelessly
Combing your hair
properly
Drink a lot of water
Exercise regularly and
Breathe fresh air
Clean clothing Source: https://www.google.com/search?q=personal+hygiene+images&newwindow

34
 A. Hygiene tips at Home
We need to look after our cleanliness and health. This can be done
at home by
 Eating healthy fresh foods and
fruits-and see that you have a
balanced meal
 Wash your hands after visiting the
toilets
 Sleep in an airy room
 Sun your beddings in the sun
 Keep your homes clean and free of
household pests
 Neat and tidy houses
 Clean compound with proper
drainage
 Good disposal methods

Source ; https://www.google.com/search?newwindow=1&biw=1366&bih=667&tbm=isch&sa=1&q=Hygiene+tips

Activity

Draw and colour what you always do to look after your self

35
UNIT 17: IMPORTANCE OF BALANCED MEALS AND
PHYSICAL ACTIVITY

Balanced Meals „THE THREE FOOD GROUPS‟

Body Building Foods

Energy-Giving Foods

Healthy Foods

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 1. If we need to have healthy growth and development then we should:
 eat balanced meals
 exercise regularly
 have enough rest and sleep
 eat lots of fruits and vegetables
 drink a lot of water
 breathe in fresh air

Source:
https://www.google.com/search?q=https://importance+of+

2. A balanced meal is a meal that consists of the right amount of food

from the three food groups. The three food groups are Healthy
Foods, Energy-Giving Foods and Body Building Foods.

Activity

Plan and draw a balanced meal for breakfast, lunch and dinner.

Breakfast Lunch Dinner

3. IMPORTANCE OF PHYSICAL ACTIVITIES

 Controls weights
 Reduce heart diseases
 Strong bones and muscles
 Improve chances of living longer

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UNIT 18 PEOPLE AND FOOD

1. We can plant our own food. In doing so we will be able to get fresh,
nutritious food.
2. The fresher the food, the better it is for health.
3. We can save a lot of money if we grow our own food.
4. We can also save time from buying in the market and that time can
be used to do other useful things at home.

Activity
1. Name some food which you can plant at home?
2. How can planting your own food at home help you?
3. Draw and colour your backyard garden at home/school

38
4. PLACES WHERE YOU CAN GET FOOD FROM
In your exercise books draw boxes like the ones below, name some
food which you get from it

River Supermarket

______________ _________________

_______________ _________________

_______________ _________________

_______________ _________________

Sea Garden

________________ __________________

_________________ __________________

________________ ___________________

________________ __________________

Butcher Bakery

_________________ ________________

_________________ ________________

_________________ ________________

_________________ _______________

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 UNIT 19 : FOOD AND CHOICES

Food guide

Fiji‟s food guide is a pineapple that

comprises most of the ten dietary
guidelines. The recommendation to eat a
variety of local foods is placed at the
centre. Other recommendations
represented include doing physical activity and growing one‟s own food.

Messages

 Include a variety of foods from the three food

groups in each meal. Go local!

 Choose and prepare food and drinks with

less salt, sugar, fat and oil.

 Be physically active to maintain a healthy

weight.

 Eat more local fruits and vegetables.

 Eat healthy snacks.

 Breastfeed your baby exclusively for the first

6 months.

 Give children healthy meals and snacks.

 Stop smoking. Drink kava and alcohol

responsibly.

 Drink clean and safe water.

 Grow your own food.

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UNIT 20: IMPORTANCE OF WATER

Water makes up more than two thirds of human body

weight, and without water, we would die in a few days.
Water is important to the mechanics of the human body.
The body cannot work without it, just as a car cannot run
without gas and oil.
Water serves as a lubricant in digestion and almost all
other body processes. The water in our saliva helps
facilitate chewing and swallowing, ensuring that food will
slide easily down the esophagus.
Our bodies can control over-heating through perspiration from sweat
glands in the skin and from evaporation which produces a cooling effect.

Why Drink Clean Water

1. It is important to drink clean water.

2. There are times when you need to boil all drinking water, especially
after a flooding.
3. If your water source is not treated then it will be good to boil
drinking water.

Activity

1. Name a disease you may suffer from drinking dirty water.

2. Briefly explain what is this disease
3. What are some signs that you are suffering from this disease
4. How can it be prevented
5. Why is it important to boil all drinking water?

Dysentery germs are present in the stool of a person suffering from dysentery. When a
fly settles on the stool to feed, it picks up germs from the stool and carries them on its
hairy legs and body. If the fly settles on human food, it leaves the germs on the food. The
germs then get inside the bodies of the people who eat the food and make them sick

41
UNIT 21: SOURCES OF DRINKING WATER

There are many sources of drinking water like the ones shown below

well tap

spring tank

River

Activity Group Discussion

1. As a group, choose one of the sources of drinking water given above.

2. Discuss how you can get water from it
3. Is it safe for drinking?
4. How can you be sure that this source of drinking water is safe to
drink

42
 UNIT 22 WATER BORNE DISEASE
1. You can suffer from dysentery, typhoid, cholera and diarrhoea if you
drink dirty water

2. Typhoid fever is cause by bacteria that are deposited in water or food

by a human carrier and are then spread to other people in the area.

3. Dysentery germs are present in the stool of a person suffering from

dysentery,

4. When a fly sits on the stool to feed, it picks germs on its hairy legs
and body.

5. If it settles on human food, it leaves germs there and the person gets
the germs when he eats the food.

6. The person gets diarrhea which is watery stool.

7. When diarrhea continues and blood comes out its dysentery.

https://www.google.com/search?q=sick+person+on+bed+image+line+drawing&safe=
active

43
UNIT 23 : IMPORTANCE OF FRESH CLEAN AIR FOR
GROWTH

A. Why we need fresh air

1. Makes our body strong and healthy, muscles
need fresh air to do their work
2. It fights disease germs
3. Not enough fresh air makes us tired, lazy, gives
headache and we may faint.
B. How to get enough fresh air

1. Work and play out of doors

2. Gout at recess and lunch time to breathe fresh air
3. If it is safe, sleep with windows open
4. Keep back straight, when sitting or standing so that chest
expands and allow fresh air in
5. Breathe through the nose and not through the mouth
6. Avoid catching colds

C. Air Borne Diseases

1. Chickenpox, Influenza, Measles, Smallpox, and Tuberculosis
are all spread by air
2. We breathe out stale air and its bad for health
3. If we stay in overcrowded rooms, people in the room will be
breathing in the air they breathe out,
4. If there is a sick person in the room, harmful germs from his
body pass into the air when he breathes out, cough or
sneezes.
If a healthy person breathes the same air, the germs get
into his body, and he gets sick

44
 5. Influenza(flu), cold, measles smallpox and TB spreads this way

Cold Infection
Chickenpox patient

Group Activity
1. List and discuss some of the ways in which you can prevent the
air-borne diseases

2. Draw a poster on how you can prevent air-borne diseases

45
UNIT 24: CONSERVATION OF ENVIROMENT AND
RESOURCES

Conservation of natural resources is the wise use of the earth's

resources by humanity.
Also referred to as the management, mainly for economic reasons, of such
valuable natural resources as timber, fish, topsoil, pastureland, minerals,
and also to the preservation of forests and wildlife areas.
1. Wind is a natural resource that can be used to generate electricity

2. Wave is a natural resource that can be used to generate electricity.

3. The rainforest is an example of an

undisturbed natural resource. Forest
provides timber for humans, food and
shelter.

46
UNIT 25 BEING A RESPONSIBLE CITIZEN

1. Respect your country

2. Follow rules, be it traffic rules or road rules
3. Say „please‟ and „thank you‟ and „may I‟ often
4. Be helpful
5. Don‟t litter- Use separation method of disposal

RECLYING OF RESOURCES

Recycling is a process to

1. change waste materials into new products to prevent waste of useful

materials
2. reduce the consumption of fresh raw materials
3. reduce energy usage
4. reduce air pollution (from burning ) waste disposal .
5. lower greenhouse gas emissions (Carbon Dioxide).

Recyclable materials include many kinds of glass, paper, metal and

plastic

47
Plastic bottles collected for recycling

Recycling of paper

https://www.google.com/search?q=recycling+in+Fiji&safe=active&

48
Reference

1. www.fijisun.com
2. www.fijitimes.com
3. www.psdgraphics.com
4. www.anatomysystem.com
5. www.brainwaves.com
6. www.Asvector.com
7. www.qatarliving.com
8. www.theguardian.com
9. www.linkedin.com
10. www.stanceblog.com
11. www.natureworldnews.com
12. www.demotix.com
13. www.abcnews.go.com
14. www.webmd.com
15. www.nursing411.com
16. www.slt2008.com
17. www.borgenmagazine.com
18. http://www.hopkinsmedicine.org/healthlibrary/conditions/pe
diatrics/the_growing_child_school-age_6_to_12_years_90,P02278/

19. http://momitforward.com/keeping-bullies-at-bay-assertive-
communication-for-kids#sthash.zg9QcQPJ.dpuf

49