Active Choices Chart

Lesson Overview

In this final lesson of the "Active Learning Adventures" unit, Foundation students will create a visual activity chart or diary documenting the active choices they have made throughout the week. They will prepare to share their favourite activities and associated feelings with the class. The lesson nurtures reflection, communication, and confidence while consolidating knowledge about being active and making healthy choices.

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Curriculum Alignment

Australian Curriculum Version 9 - Health and Physical Education

• Content Description:
  AC9HPFM02 — Experiment with different ways of moving their body safely and manipulating objects and space
• Elaborations:
  • Suggesting and testing different ways to move in playing spaces and making judgements about preferred movements and activities
  • Demonstrating persistence and resilience in a range of physical activities
  • Participating in activities with awareness of safety, boundaries, and equipment use
  • Demonstrating spatial awareness in indoor/outdoor environments【1:AC9HPFM02.md】.

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WALT (We Are Learning To)

• Create a visual chart or diary to document our active choices.
• Talk about our favourite activities and how they made us feel.
• Listen respectfully to others presenting about their active choices.

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Success Criteria

• I can draw or write about activities I enjoyed doing this week.
• I can share why an activity was my favourite and how it made me feel.
• I can listen to my friends' presentations and ask questions if I want to.

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Lesson Duration

45 minutes
Class Size: 10 students

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Resources Needed

• Chart paper or activity diaries for each student
• Coloured markers, crayons, pencils
• Stickers or stamps as visual aids
• Printed pictorial cards representing various physical activities (e.g., running, jumping, dancing)
• Feelings emojis or faces chart for expressing emotions
• Comfortable classroom space arranged for group sharing

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Lesson Activities

1. Welcome and Recap (5 minutes)

• Begin with a quick discussion about favourite active activities from the week.
• Use visual prompts (activity cards) to help students recall.
• Reinforce the language: "I like to...", "I feel happy when...", "My favourite activity is..."

Differentiation: Use sentence starters or visuals for EAL/D students and students with limited oral language.

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2. Creating the Active Choices Chart/Diary (20 minutes)

• Each student receives a piece of chart paper or diary page.
• Students draw or place stickers of their favourite active choices during the week.
• Use feelings emojis to help them show how an activity made them feel.
• Teacher and aides circulate to support students with expressing ideas, drawing, or writing.

Differentiation:

• Support students with low literacy by allowing drawing or selecting pictorial activity cards instead of writing.
• For the student with ADHD, incorporate movement breaks and allow them to stand or move while creating their chart.
• Encourage advanced learners to write a few sentences describing their activities and feelings.

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3. Pair Sharing and Preparation for Presentation (10 minutes)

• Students pair up to share their charts quietly with a partner.
• Prompt them to use simple sentences: "My favourite activity was...", "It made me feel..."
• Encourage attentive listening and provide sentence starters for questions like "Why do you like that activity?"

Differentiation: Provide visual cue cards with sentence starters to assist verbal communication, especially for EAL/D students.

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4. Class Presentation and Reflection (10 minutes)

• Each student shares their active choices chart or diary with the class in a supportive environment.
• Peers listen respectfully and can ask one positive question or make a positive comment.

Differentiation:

• For students with social-emotional difficulties, allow them to share in smaller groups or with the teacher first to build confidence.
• For students with higher literacy, encourage them to explain the benefits of their chosen activities.

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5. Closure (Post-Activity Reflection) (5 minutes)

• Teacher facilitates a short whole-class reflection discussing how being active made them feel this week.
• Recap key messages about choosing activities that make us feel good and keep us healthy.
• Praise all students for their efforts and participation.

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Assessment

• Observation of students’ ability to create and explain their activity charts.
• Use a simple rubric assessing: participation, communication of favourite activity, expression of feeling, and listening skills.
• Teacher anecdotal notes to monitor students needing ongoing language or social support.

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Extension Activities for Advanced Learners

• Create a digital slideshow or short video diary about their active week to present to another class or family.
• Explore causes and benefits of physical activity; add labels or short explanatory sentences to the chart.
• Encourage peer mentoring by helping others build their charts or practice their presentations.

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Tips for Teaching Diverse Learners

• Use consistent routines and simple language to build familiarity and confidence.
• Incorporate visual supports everywhere—charts, cards, emojis—to bridge oral and written language gaps.
• Break tasks into smaller steps, with clear success criteria for each stage.
• Provide sensory or movement opportunities throughout lesson for students with ADHD or sensory needs.
• Foster a culturally safe space by inviting students to include community or family physical activities, respecting Indigenous cultures and languages.

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By the end of this lesson, students will have confidently reflected on and communicated their active choices over the past week, celebrating their achievements and embracing a healthy, active lifestyle aligned with the Australian Curriculum's foundation-level Health and Physical Education objectives【1:AC9HPFM02.md】.

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If you would like, I can provide you with a printable student activity template or visual cue cards to support this lesson!