Healthy Choices

Overview

In this lesson (Lesson 5 of 8), students explore healthy choices for daily life by sorting foods, activities, and rest routines into “healthy” and “not healthy yet.” They then practise using simple sentence structures to explain why.

Learning intentions

Students will:

• identify health choices related to food, exercise, and rest
• sort example cards into healthy and not healthy yet categories
• explain their choices using simple reasons (e.g., “This helps my body because…”)
• notice that some choices can change with small steps and support

Success criteria

Students can:

• sort cards correctly into healthy and not healthy yet
• say or write a short sentence explaining a choice using a reason
• listen to classmates and revise their thinking when given good information

Curriculum links

• EN1-CWT-01 — create and revise short texts including paragraphs using vocabulary, text features and sentence structure
• EN1-OLC-01 — communicate effectively using language to extend and elaborate ideas during social and learning interactions

Lesson structure (60 minutes)

1. 0–5 min · Welcome and goals. Teacher writes the lesson focus on the board: “Healthy choices in daily life.” Students show with thumbs how confident they feel about making healthy choices today.
2. 5–15 min · Warm-up discussion (food, exercise, rest). Teacher shows three picture prompts (e.g., fruit/yogurt, running games, bedtime). Students turn-and-talk: “Which one helps your body and why?” Teacher circulates and collects 3–4 student responses for the class chart.
3. 15–30 min · Sorting activity: Healthy or Not Healthy Yet. Teacher explains the categories using kid-friendly language:

• “Healthy” = helps my body grow and feel good
• “Not healthy yet” = can make it harder for my body to feel good right now Students work in pairs with a set of cards (foods, drinks, activities, screen time, sleep/rest). They sort and place each card in one column. Teacher prompts with sentence stems: “I chose ___ because ___.”

4. 30–40 min · Whole-class check and reasoning. Teacher displays one card at a time. Students vote using fingers (1–2 = not sure, 3–4 = mostly, 5 = sure) and explain their thinking to a partner before sharing. Teacher guides toward age-appropriate reasons:

• water and nutritious foods support energy and growth
• movement helps the body and feelings
• rest/sleep helps the brain and body
• sugary/too much junk food, too much screen time, or skipping sleep are “not healthy yet”

5. 40–50 min · Mini writing: One paragraph ‘My Healthy Choice’. Teacher models writing 3 short sentences:

• Sentence 1: “A healthy choice is ___.”
• Sentence 2: “It helps my body by ___.”
• Sentence 3: “I can do this ___ (often/at home/school).” Students choose one card they placed in “healthy” and complete a writing sheet. They use the class word bank (healthy, body, energy, grow, strong, feel good, rest, sleep).

6. 50–58 min · Peer share and revise. Students read their sentence(s) to a partner. Partner uses a simple checklist: “Did you name the choice?” “Did you say why?” Students revise once if needed (e.g., add a reason word).
7. 58–60 min · Exit reflection. Teacher asks: “What is one healthy choice you will try today?” Students respond on an exit slip with a single sentence or drawing plus one word (e.g., “run”, “sleep”, “fruit”).

Resources

• Picture and word cards for: healthy and not healthy yet foods/drinks (e.g., fruit/veg, water, sweet treats, soft drink)
• Activity cards (e.g., run, play outside, exercise) and rest cards (e.g., bedtime, quiet reading)
• Sorting mat with two columns: “Healthy” and “Not healthy yet”
• Student writing sheet with sentence starters
• Class word bank (healthy, not healthy yet, body, grow, energy, strong, rest, sleep, feel good)
• Sticky notes or exit slips
• Projector or display images for whole-class discussion

Assessment

• Observe sorting decisions and listen for reasons during pair work (formative).
• Check written sentences for: correct category choice and a simple reason using sentence structure.
• Exit slip sentence shows one healthy choice and basic “why” understanding (or a clear paired drawing/word).

Differentiation

• Support: Provide sentence starters and a word bank; allow students to choose from a smaller set of cards first, then extend.
• Support: Use picture-only options for students needing lower literacy; teacher can scribe for them if required.
• Extension: Invite students to suggest a “step to make it healthy” (e.g., “I can have it sometimes,” “I can swap to water”).
• EAL/SEN: Rehearse key phrases (“helps my body”, “I feel good”) and use consistent categories and visuals so students can participate through pointing, sorting, and speaking before writing.
• For confident writers: Encourage a second reason sentence (e.g., food supports energy; exercise supports strength).