Author and advisor team:

Fortuna Anthony • Jenelle Babb • Pauline Bain • Hermione Baptiste • Vindra Cassie

Gerard Drakes • Clare Eastland • Mavis Fuller • Janice Ho Lung • Sharlene Johnson

Elaine King • Louise Lawrence-Rose • Nordia McIntosh-Vassell • Heather Richards

Glenda Rolle • Gina Sanguinetti Phillips • Rebecca Tortello • Esther Utoh • Pat Warner

Student’s Book 6

for primary level

2

How to use this book

Our friendly crab and parrot icons help you find your way around each unit.

There are lots of activities for students to enjoy. Afterwards discuss, ask questions about, and praise their work.

The bottom of each double page spread shows the theme and key life skills covered.

This parrot tells you where to find fun facts and information in our Did You Know boxes.

Did you know?

▸▸ Key Life Skills: Communication, Problem-solving, Self-awareness

▸▸ Theme: Self and Interpersonal Relationships

Life Skills key steps are sometimes provided in boxes like this.

Reflections give students something to think about by themselves.

Refer to the Teacher’s Guides for level 6 for more information on how to teach HFLE: www.macmillan-caribbean.com

Read the text to, or with, the students.

Relate the pictures and text to the students’ own experiences. Encourage the students to reflect upon and talk about their own feelings and actions.

Look at and discuss the pictures. Ask questions to guide thinking.

A single crab means students can do this activity by themselves.

Two crabs represents pair-work.

Three crabs means students should get into groups.

Four crabs means you can do this activity with the whole class.

Case-study crab tells you where to find stories, poems and case studies.

Macmillan’s HFLE course addresses the needs of primary level students, and those of their teachers and parents, to help them cope with the challenges they face growing up today. This upper primary Student’s Book will help students to understand and manage themselves and their surroundings in an age-appropriate way. It emphasises the learning of life skills and covers the relevant parts of the CARICOM Regional Curriculum Framework for ages 5 to 12 years.

You will find the four CARICOM themes: Self and Interpersonal Relationships, Sexuality and Sexual Health, Eating and Fitness and Managing the Environment, all colour-coded for easy reference.

Activity

The sky is blue. The hills are green. The river and sea are clear and clean.

3

How to use this book Contents

Theme Unit Page

How to use this book

SELF AND INTERPERSONAL RELATIONSHIPS

1 Family Ties 4

2 Friends 6

3 Managing Conflict 8

4 Risky Business 10

5 Facing Challenges 12

6 Different Yet Alike 14

7 We Can All Contribute 16

SEXUALITY AND SEXUAL HEALTH

1 Human Sexuality 18

2 Coping with Puberty 20

3 Sexual Harassment 22

4 Sexual Desire 24

5 Factors Affecting Sexual Health 26

6 Pregnancy and Having a Baby 28

7 Factors Affecting Sexual Choices 30

8 Stigma and Discrimination 32

9 Health Resources 34

EATING AND FITNESS

1 Eating for Health 36

2 Eating for Brain Power 38

3 Exercise Is a Must 40

4 Exercise Reduces Anxiety and Stress 42

5 Nutrition and Lifestyle Diseases 44

MANAGING THE ENVIRONMENT

1 Our Endemic Species 46

2 Think Sustainably, Think YOU! 48

3 Our Marine Ecosystems 50

4 Mangrove Wetlands 52

5 Biodiversity 54

6 How Can We Be Litter-Free? 56

7 Our Natural Resources 58

8 Creating a Healthy Environment 60

9 Managing Natural Hazards 62

SELF AND INTERPERSONAL RELATIONSHIPS

4

Family Ties1

Activity 1 In pairs:

1 Talk about how the people in your family are connected.2 Identify two things you do which affect other members of your family.3 Identify two things other family members do which affect you.

Activity 2 In groups:

1 Discuss your thoughts about what a family is, and agree on a definition.2 Share your definition with the class and together create a

version that everyone is happy with.

▸▸ Key Life Skills: Self-awareness, Communication, Creative thinking

Remember that people’s family groups can all be very different from each other.

We are all connected.

Everything I do affects other people

in my family.

5▸▸ Theme: Self and Interpersonal Relationships

Family Ties

Activity 3 In small groups, mime the activities you do together with your family to stay close to each other. The others in the group should try to guess what the activity might be.

List and share your group’s activities with your classmates.

Did you know? ● Each of us usually feels close to someone else, whether in our family, school or community.

● The things you do often affect other people in your family, community and country.

● It is important to tell the persons in your family how important they are to you.

Activity 4 In groups, talk about one of these questions:

1 Who are the persons we feel closest to?2 Why it is important to tell family members that they are important to us?3 How does what we do affect other people, especially those in our family?Share your thoughts from the discussion with the class.

Activity 5 With a friend, talk about how you can improve trust, respect, empathy and communication between yourself and other family members.

Share your ideas with the class.

ReflectionIs there someone in my family whom I don’t often see? Could I send them a text, email or call, just to say hello and share my news with them?

Respect, trust, empathy and good communication skills are important for good family relationships.

SEXUALITY AND SEXUAL HEALTH

20

Jason is going through puberty. He is beginning to mature physically (in his body), mentally (in his mind), and emotionally (in his feelings). Learning about puberty can help Jason feel more comfortable with himself.

Activity 1 In groups, examine the picture closely and discuss the following questions:

1 How do you think Jason feels about himself?

2 Who or what might be influencing Jason’s self-image?

3 What evidence do you have to support your answer?

4 Who could Jason talk to about his concerns?

5 What suggestions would you give to Jason about personal hygiene?

Puberty is a time when the body begins to prepare itself to create a baby later in life (sexual reproduction). New chemicals, called hormones, are present in our bodies and cause lots of changes. Both boys and girls experience changes in their feelings, and may begin to feel attracted to other people.

There’s no set age for puberty. It can begin as early as age 9 for some persons and as late as age 13 for others. Girls usually begin puberty earlier than boys, but everyone has a different rate of change.

▸▸ Key Life Skills: Healthy self-management, Empathy, Communication

2 Coping with Puberty

ReflectionDo I accept myself for who I am, or is there something I wish I could change?

21

Activity 2 How much do you know about puberty?

1 In groups of all boys or all girls, make a list of changes that take place in boys and girls during puberty.

2 Take turns sharing your reports.

▸▸ Theme: Sexuality and Sexual Health

Activity 3 1 Read Sandy’s letter and

discuss: ● What should Sandy do

about Mark? ● What should she do to

improve her personal hygiene?

2 Imagine you are the Counsellor receiving this letter and write a reply to Sandy.

Dear Counsellor,

I had a crush on Mark, the new boy in my class. But yesterday at school, after a game of basket-ball, Mark said to me ‘You play ball like us, you hang out with us, and you even smell like one of us!’ I wanted to disappear when he said that. I hate Mark! What shall I do?

Sandy.

Coping with Puberty

Healthy self-management during pubertyHere are some tips to help you cope during puberty.

● Plan. Get the facts. Read up, ask questions, take notes.

● Organise. Put practical things in place, for example pack deodorant for use after sports. Girls can put together a personal hygiene kit with sanitary pads. Get a calendar for marking special dates.

● Control. Make proper decisions and keep positive. Share private

thoughts with a trusted adult or older sibling. Protect your privacy. Practise communicating your feelings clearly.

● Analyse. Think about how changes are affecting you. Make sure you know your values. Think about how you are managing personal hygiene.

EATING AND FITNESS

36

Did you know? ● A calorie is a unit of energy. Our bodies need energy, from food, to function properly (everything from breathing to exercising) and to maintain good health.

● The total amount of calories needed each day is higher for boys than for girls.

● The total amount of calories we eat daily should depend on our

daily activity level. ● We gain weight if we eat more calories than our bodies require, because our bodies store the energy as fat. We lose weight if we eat fewer calories, and we maintain our weight if we eat just the right amount of calories.

Activity 1 In groups, read about Garfield and the ‘Did you know?’ box, then talk about:

1 Why is it important to eat the right amount of calories every day?2 What does Garfield need to do to ensure that he is eating the right amount of

calories daily?3 List at least six foods that Garfield needs to eat to build and repair his muscles.4 Why does the total amount of calories we need to eat daily depend on our

activity level?

Physical activity can make us hungry, but most of the calories we eat are used up simply in maintaining our bodies, doing normal activities (even sleeping), and when young, in growing.

Garfield tries to keep his body in shape and build his muscles by exercising, eating a balanced diet, and eating snacks rich in protein. Since he is very active, Garfield needs between 2000 and 2600 calories a day to get enough energy to fuel his body and to maintain his current weight.

▸▸ Key Life Skills: Critical thinking, Self-awareness, Healthy self-management

1 Eating for Health

37▸▸ Theme: Eating and Fitness

Some foods are very high in calories (energy dense), but not very high in nutrients such as vitamins and minerals. (We call these ‘empty calories’.) For example, processed foods, sugary drinks and fast foods are high in sugar or fat, and low in fibre. Other foods, such as fruits and green vegetables, are low in calories but high in vitamins, minerals, water and fibre. For example, 100 grams of chocolate contains ten times as many calories (520 calories) as 100 grams of apple (52 calories).

Did you know?High-calorie foods, with more than about 250 calories per 100 grams, include fast foods, fried foods, cakes, biscuits, chips, butter, spreads and confectionery.

Activity 2 1 Look at the labels on food packets at home or use the internet to research which

foods are high or low in calories per 100 grams or per serving. Check whether your favourite foods are high in calories.

2 Record the food you eat for one day and try to calculate the calories you have eaten in that day.

ReflectionHow can I improve my diet to suit my needs? Which foods should I eat more of and which less?

These websites will help you to work out the number of calories in different types of foods.

● http://www.uncledavesenterprise.com/file/health/Food%20Calories%20List.pdf ● http://www.fourmilab.ch/hackdiet/e4/foodcalories.html ● http://www.calorieking.com/foods/

Activity 3 1 In groups, prepare a poem

on how exercise, eating the right amount of calories and a balanced diet help keep you healthy and fit.

2 Use creative ways to present your poem to the class.

Eating for Health

59▸▸ Theme: Managing the Environment

Activity 1 1 In groups, choose one of the headlines opposite.2 Then, using the words and pictures above, identify the natural resources (one or

more) which are involved in the story for the headline.3 Pick one of these resources and examine it more carefully. Discuss:

● Is this resource renewable or non-renewable?

● Is it being threatened by being used up, or is it being polluted? How?

● Is it being used carefully? How? ● What do you think will happen to

this resource?

Fishing in Little BayLittle Bay fishing community is creating rules for how their fishing grounds should be managed so that they will be able to catch fish, lobster and conch year after year. In other words, they want a sustainable fishing industry.

Activity 2 In groups, use role play to conduct a community meeting on how to ensure a sustainable fishing industry in Little Bay. The persons involved in the community meeting include:

● fisherfolk ● market vendors ● teachers ● fish scientists

● environmentalists ● a representative from the Natural

Resources Conservation Department ● the Government Fisheries Minister.

You can add other persons who might be useful in the discussion.1 Think about the consequences of overfishing – the effects on the environment,

on the community, on the economy. Think about sustainable practices to put in place and how you will convince people to follow them.

2 Each person should take a turn explaining his or her feelings and opinions about the situation, and what should be done to ensure that fishing can continue.

3 At the end of the community meeting, the Government Fisheries Minister should present the best solutions for the problem. All members can vote on this decision. Will the fishery be sustainable now?

Our Natural Resources

ReflectionWhich resource can I care for? How can I do this?

MANAGING THE ENVIRONMENT

60

Activity 1 1 Look at the picture and identify the links between different parts of the

ecosystem.2 What will happen if one part of the system is removed?Share your ideas with the class.

In a natural ecosystem there is a balance. The amount of food, water and space in an area controls the number of plants and animals there. Plants and animals there are suited to the soil and climate and to each other. They are interdependent and the numbers of each species do not change very much. The environment is healthy.

However, sometimes, an ecosystem becomes unbalanced because of: ● the introduction of a new plant or animal species ● the sudden death of some species (perhaps caused by pollution or overuse) ● natural hazards such as volcanic eruptions or hurricanes ● human activities such as using pesticides or deforestation.

Recycling materials keeps the environment healthy

▸▸ Key Life Skills: Advocacy, Problem-solving, Empathy

8 Creating a Healthy Environment

Plants let out water vapour into the air

Clouds form, causing rainRain falls, providing

living things with water

Caterpillars eat plant leaves

Old leaves fall to the ground, where earthworms eat them

Decaying material remains in the soil as nutrients

Plants take up ground water through their roots

Nutrients are taken up by plants

Birds eat worms and caterpillars

Dead animals decompose and become part of the soil

Macmillan Education4 Crinan Street, London, N1 9XWA division of Macmillan Publishers Limited

Companies and representatives throughout the world.

www.macmillan-caribbean.com

ISBN 978-0-230-48333-0 AER

Text © Mavis Fuller, Louise Lawrence-Rose, Sharlene Johnson, Janice Ho Lung and Gina Sanguinetti Phillips 2015Design and illustration © Macmillan Publishers Limited 2015

The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Design and Patents Act 1988.

First published 2015

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Designed by Macmillan EducationIllustrated by Pablo Gallego and Matt OvardCover design by Andrew Magee Design LtdCover illustration by Mark DraiseyCover photograph courtesy of Corbis/InStock (front)Picture research by Susannah JayesLayout and typesetting by Jim Weaver

The publishers and author team would like to thank Fortuna Anthony, Jenelle Babb, Hermione Baptiste, Vindra Cassie, Gerard Drakes, Elaine King, Glenda Rolle, Rebecca Tortello, Esther Utoh and Pat Warner for their invaluable help and advice at every stage of this series.

The authors and publishers would like to thank the following for permission to reproduce their photographs:Alamy/B.A.E. Inc. p61, Alamy/Photoshot p46(br), Alamy/Vilainecrevette p50; Corbis/Ocean p54, Corbis/Tomas Rodriguez p27; Getty Images/Digital Vision p30; Ed Merkle p46(bm); Nature Picture Library/Brandon Cole p51; Superstock/Image Source p10.

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