Health messages choices

Overview

In today’s lesson, students explore how health information and messages (from food labels, ads, and websites) can influence choices and behaviours. They practise interpreting messages and explaining how the information affects decisions, using examples.

Learning intentions

• Students will interpret health information and messages, noticing who created them and what they are trying to achieve.
• Students will explain how health messages influence decisions and behaviours using a simple, then detailed example.
• Students will compare messages from different sources and discuss possible accuracy and bias.
• Students will reflect on how messages might affect their own food and health choices.

Success criteria

• I can describe a health message from a source (for example: food label, ad, website).
• I can say how the message could influence my choices or behaviour.
• I can give an example of a decision I might make after seeing the message.
• I can talk respectfully about whether the message seems helpful, clear, or persuasive.

Curriculum links

• Health and Physical Education: AC9HP4P09 — interpret the nature and intention of health information and messages, and reflect on how they influence personal decisions and behaviours.
• AC9HP4P09 focus skills: examining the accuracy of sources (brochures, websites, advertisements, food labels) and comparing messages about food and nutrition from different sources.
• Communication and collaboration: students discuss ideas, justify choices, and listen to peers during structured talks.

Lesson structure (45 minutes)

1. 0–5 min · Hook (Think–Pair–Share). Teacher shows 2 contrasting short examples on printed cards (e.g., “Low sugar” front-of-pack claim vs a brightly coloured “Treat!” ad). Students think about: “What is the message trying to make me want to do?” then share in pairs.

2. 5–12 min · Mini-teach: intention of health messages. Teacher explains: health messages can inform and persuade; creators may aim to sell, promote a habit, or build a brand. Students follow along with a simple “Message Check” on the board: Who made it? What does it say? How could it affect my behaviour?

3. 12–22 min · Hands-on stations (source sorting). Teacher divides class into 5 groups (6 students each) and rotates through 2 short stations per group (about 5 minutes each). Students work with a station card and sample sources (food label cut-outs, a TV/streaming-style promo screenshot printed, and a kid-friendly website-style snippet printed).

• Station task: Students identify the message, decide if it’s mainly “informing” or “persuading”, and write one sentence: “This message could make someone choose/act by…”
• Teacher circulates, prompting “nature and intention” questions.

4. 22–32 min · Whole-class discussion: accuracy and influence. Teacher leads a structured “Compare and explain” discussion using 2 student examples. Students contribute using sentence starters:

• “The message says…”
• “I think it wants people to…”
• “It could influence choices by…” Teacher prompts accuracy gently: “What details are missing?” “Is it clear, or does it use only big bold words?”

5. 32–40 min · Practice: personal decision scenario (quick write). Teacher hands out a scenario: “Your class fundraiser sells two snacks. One has a label claim and the other is a colourful promo with characters.” Students choose one and explain their reasoning using the “Message Check” framework. Students write at least 2 sentences: one about the message, one about how it could influence behaviour.

6. 40–45 min · Exit ticket. Teacher collects exit tickets (one paragraph option) with 3 prompts:

• “One health message I noticed was…”
• “It could influence behaviour by…”
• “A question I would ask to check the message is…”

Resources

• Printed sample health messages: food label cut-outs, promo-style images, kid-friendly website-style snippets (no live internet required)
• “Message Check” organiser (Who? What? Influence?)
• Station cards and timers
• Highlighters for students to mark persuasive words (e.g., “only”, “guaranteed”, “best”, “secret”, “tastes amazing”)
• Scenario worksheet for quick write
• Exit ticket slips
• Sentence starter strips (support language)

Assessment

• Formative during stations: teacher uses a checklist (message identified, intention described, influence explained).
• Formative discussion: teacher listens for correct “message → decision/behaviour” links.
• Exit ticket: assesses the required explanation level (simple to detailed, with an assisted option).

Differentiation

• ADHD: use clear timed rotations, roles in groups (reader, writer, speaker, timekeeper), and keep station activities to one page.
• ASD: provide a predictable routine, visual schedule, and a “choice” between two sentence starter paths (informing vs persuading).
• Dysgraphia: allow oral recording of answers on a device or use fill-in-the-blank sentence frames; provide large lined paper.
• Language processing issues/EAL: offer sentence starters, vocabulary supports (“message”, “persuade”, “inform”, “choice”, “influence”), and allow partner scribing.
• Reading support: dyslexia-friendly options include audio read-aloud by teacher/peer, larger font print, and reduced text versions of each source (only key phrases).
• Adjust task demand:
• Support level: students match a message to an influence example using the organiser and one sentence.
• Core level: students write 2–3 sentences including an example decision.
• Advanced: students add a “missing information” question and compare two sources more deeply.

Extension (for advanced learners)

• Challenge: “Choose two sources. Which one seems more trustworthy and why? Give one evidence detail you can point to from the text/image and one question you would ask to verify.”