Healthy Choices Celebration

Overview

Today is the final lesson in “Healthy Choices Everyday”. Students share what they have learned by presenting their own simple health plan to the class, then celebrate healthy choices.

Learning intentions

• WALT: Share what we have learned about healthy choices.
• WALT: Tell others about healthy food, physical activity, and keeping our bodies safe and clean.
• WALT: Practise speaking clearly and listening respectfully during a class presentation.

Success criteria

• I can share my health plan using a poster or slides with simple sentences or key words.
• I can explain one healthy food choice and one movement choice I make.
• I can name one way to keep my body clean or safe (washing hands, brushing teeth, wearing a hat).
• I can listen to others and take turns during our presentations.

Curriculum links

• Personal, Social and Community Health: understanding how everyday choices support health and wellbeing.
• Health literacy: identifying health practices and using simple strategies to communicate health messages.
• Social and emotional learning: practising respectful communication and turn-taking during group sharing.

Lesson structure (40 minutes)

1. 0–5 min | Welcome + lesson goal

• Gather students on the mat. Say: “We’re celebrating healthy choices today and sharing our health plans.”
• Quick call-and-response: “Food, movement, clean and safe!” Students point to icons around the room.

2. 5–10 min | Review our health plan template

• Display the class checklist (visual) with three parts: Food, Movement, Clean/Safe.
• Students do a quick think-pair-share: “What is one choice you want to tell the class about?”

3. 10–20 min | Rehearsal in small groups

• Put students into groups of 4–5. Each student practises their short talk using their visual plan.
• Teacher circulates with prompts: “Tell me about your healthy food.” “What do you do to move your body?” “How do you keep your body clean or safe?”
• Use sentence starters for students who need them: “I choose…”, “I move by…”, “I stay safe by…”

4. 20–32 min | Class presentations (wrap-up round)

• Call presenters one by one. Each presentation lasts about 1 minute (short and encouraging).
• After each presentation, peers give one “glow” comment using a frame: “I like how you…” and one listening reminder: “I am listening with my eyes and ears.”

5. 32–37 min | Healthy Choices Day celebration build

• Introduce how the class celebration will work (without starting food handling yet): “Today we will celebrate healthy choices. Tomorrow/next step can include sharing snacks and activities if planned.”
• Students choose one activity to add to a “Healthy Choices Day” plan card (examples: skipping, dancing to music, obstacle course, drawing a healthy snack).

6. 37–40 min | Reflect + pack up

• Students complete a quick end reflection: point to the choice they improved most (Food / Movement / Clean/Safe).
• Pack visuals into bags and prepare for the next unit reflection routine.

Resources

• Student health plan visuals (poster sheet or simple slide printed or displayed via tablet)
• Colour-coded icon cards: healthy food, movement, clean/safe
• Sentence starter cards and word banks (e.g. wash, teeth, hand, hat, water, fruit, vegetables, run, dance)
• Presentation checklist (visual) for turn-taking and listening
• “Glow and learn” comment frames on cards
• Timer (or sand timer) to keep presentations brief
• Grouping cards to manage small-group practice
• Whiteboard/interactive display for teacher modelling

Assessment

• Teacher observation during rehearsals and presentations: use a simple notes sheet (shared, named, explained, listened).
• Collection of health plans: check that students include at least one example for each category (Food, Movement, Clean/Safe).
• Listening and turn-taking evidence: note whether students respond respectfully to peers.

Differentiation

• Visual presentation options: allow posters, cut-and-stick models, or digital slides (teacher can project one at a time).
• Provide structured speaking supports: sentence starters, picture prompts, and key-word cards for EALD students and students needing scaffolding.
• Neurodiversity-friendly routines: predictable time limits, clear turn-taking signals, and a rehearsal step before whole-class presenting.
• Support comprehension: rehearse vocabulary with gestures (e.g. wash hands mime, hat gesture) and use consistent icons throughout the unit.
• Extension for advanced learners: ask them to add a “because” sentence (e.g. “I choose water because it helps me feel good”) and include a second healthy option.

Extension (optional)

• Organise a “Healthy Choices Day” where students share snacks and activities (as per school policy and family/allergy procedures).
• Students prepare a class menu board (pictures or words) and a short activity plan (e.g. class movement station with clear rules and safety cues).