Healthy Choices Role Play

Overview

In this lesson, students practise making healthy vs. unhealthy choices through short role play scenarios. They will use simple actions and words to show what to do and why it matters.

Learning intentions

• Students will learn how to choose healthy options in everyday situations.
• Students will practise speaking and acting out “healthy choice” and “unhealthy choice” scenarios.
• Students will identify simple reasons healthy choices help our bodies and wellbeing.
• Students will work respectfully in small groups to role play their scenario.

Success criteria

• I can role play a scenario showing a healthy choice.
• I can say (or point to) one simple reason the choice is healthy (for example, “it helps my body”).
• I can listen to others and take turns during our role plays.
• I can show safe, respectful behaviour during games and role play.

Curriculum links

• Health and physical wellbeing: identifying and practising actions that support healthy eating, hygiene, safety and wellbeing.
• Personal, social and community health: recognising how choices affect our body and how to interact safely with others.
• Communication in health: using short statements, gestures and turn-taking to share ideas in group activities.

Lesson structure (40 minutes)

1. (0–5 min) Warm-up: Healthy or Unhealthy?

• Teacher shows picture cards (food, drinks, activities, hygiene and safety). Students give a quick response: “Healthy” or “Not healthy” using a hand signal.
• Briefly prompt: “What might happen if we choose that?”

2. (5–10 min) WALT model: Role play ‘script’

• Teacher models one role play with two volunteers: an unhealthy choice scenario (for example, choosing soft drink when thirsty) and a healthy alternative (water).
• Students practise a class “role play line”: “I choose ___ because ___.” Use gestures to support answers.

3. (10–20 min) Group preparation (stations)

• Arrange 22 students into 6 groups (2–4 students). Each group receives a simple scenario card and 2–3 prop items (for example: drink cup, fruit/packet picture, toothbrush, water bottle label).
• Students rehearse: what the character does, what they say, and one reason it is a healthy choice.
• Teacher circulates to support turn-taking, modelling vocabulary, and confidence for neurodivergent students.

4. (20–33 min) Role play performances

• Groups perform for 1–2 minutes each. The audience uses a calm “watching” routine and one simple feedback phrase: “I saw a healthy choice.”
• Teacher gives positive, specific feedback and quickly redirects if role play becomes noisy or unsafe.

5. (33–37 min) Whole class reflection: What helps us choose well?

• Students sit in a circle. Teacher asks: “What healthy choice did you see today?” and “What helped you decide?”
• Students add responses using sentence starters and picture prompts (for example, “I choose water because…”).

6. (37–40 min) Exit ticket: Show and say

• Each student completes a quick exit check: choose one healthy picture card and say (or point to) one reason.
• Teacher collects evidence for tomorrow’s learning.

Resources

• Healthy and not-healthy picture cards (food, drinks, hygiene, safety, activity)
• Simple scenario cards (one per group), each with a clear everyday situation
• Props: empty drink bottle label, water cup, fruit/vegetable picture, toothbrush picture, soap bottle picture, helmet sticker/hand-held “helmet”
• Role play prompt cards: “I choose ___” and “because ___”
• Group props tray or baskets
• Visual schedule cards for the lesson steps
• Audience feedback cards or a single class feedback sentence on the board
• Calm corners/quiet seating option for sensory regulation

Assessment

• Teacher observation checklist during role plays: healthy choice shown, simple reason stated, respectful group participation.
• Exit ticket evidence: correct healthy choice and at least one simple reason (verbal, gesture or pointing).
• Informal discussion checks during reflection: students can recall a healthy choice and explain why it matters.

Differentiation

• Support for EALD:
• Use scenario cards with images and minimal text.
• Provide sentence starters and allow pointing/gestures for “because” reasons.
• Offer role play roles with different language demands (actor, prop holder, helper).
• Include examples reflecting cultural contexts familiar to students (for example, common family foods portrayed with both healthy and less healthy options).
• Support for neurodivergent learners:
• Provide a clear visual routine and pre-teach expectations for audience behaviour.
• Give rehearsal time and provide a “script card” for each group.
• Offer a quiet space for short breaks if needed, with a structured “return to role play” plan.
• Adjust for different abilities:
• Some groups act out only the action (no speaking) while others say the full line.
• Reduce the number of props or steps for students who need simpler tasks.
• Extension for advanced learners:
• Ask them to add a second reason (for example, “It helps my body and gives me energy.”).
• Encourage them to include a safety or hygiene component in their scenario (for example, “wash hands before eating”).

Extension (optional)

• Advanced students write a short story that includes their role play scenario.
• Story frame: “First… Then… Finally… I chose… because…”
• Students may draw a comic panel version if writing independently is a barrier.