Healthy choices today

Overview

In this lesson, students explore how eating patterns can support health, safety, relationships and wellbeing by making practical food choices. Students interpret nutrition information, sort food choices using simple criteria, and practise creating a “balanced lunch” that aligns with healthy eating ideas.

Learning intentions

• WALT investigate how different eating patterns can affect our energy, learning and wellbeing.
• WALT apply strategies to choose foods that support healthy growth and everyday activity.
• WALT interpret nutrition information on food labels and make decisions using reliable information.
• WALT discuss how our food choices can affect others’ wellbeing, including when sharing food at school.

Success criteria

• I can explain why some foods help my body stay healthy and strong.
• I can sort foods into “everyday” and “sometimes” categories and justify my choices.
• I can use nutrition information (e.g., serving size, ingredients/nutrients) to support my decision.
• I can create a balanced lunch plan and describe how it supports health.

Curriculum links

• Health and Physical Education: investigate and apply behaviours that contribute to their own and others’ health, safety, relationships and wellbeing.
• Health and Physical Education: explore benefits of following eating patterns that reflect The Australian Guide to Healthy Eating and investigate nutritional information about foods.
• Health and Physical Education: investigate how health messages influence personal decisions and behaviours (using food labels and other information sources).
• (Optional integration during discussion) Communication and teamwork skills to support positive relationships and wellbeing.

Lesson structure (45 minutes)

1. 0–5 min · Hook (think–pair–share). Teacher displays three lunch images (e.g., fruit/veg + sandwich, burger + chips, yoghurt + crackers) and asks students which lunch helps someone feel energised and why; students think first, then discuss with a partner and share one idea.

2. 5–12 min · Mini teach: eating patterns that help us. Teacher introduces the idea of “everyday” foods and “sometimes” foods, linking choices to energy, concentration and wellbeing; students record two key ideas on a simple class template (e.g., “Everyday foods help my body…”, “Sometimes foods are… and I choose them…”.)

3. 12–22 min · Nutrition detective (hands-on sorting). Teacher gives groups a set of food cards plus label/info cards (mock labels or simplified nutrition cards); students sort cards into:

• Everyday (mostly choose)
• Sometimes (choose occasionally) Students then match each group’s top 3 “everyday” foods to one health reason (energy, growth, concentration, vitamins/minerals). Teacher circulates with prompts: “What makes this an everyday choice?” “How does this food help your body?”

4. 22–32 min · Create a balanced lunch (collaborative build). Teacher provides “Lunch Builder” boards (paper or digital) with sections: base/carbohydrate, protein, fruit/veg, dairy/alternatives, water. Students work in teams of 3–4 to assemble a lunch using food cards and choose one drink. Students complete a short justification sentence: “I chose this lunch because…”

5. 32–40 min · Share and challenge (whole-class discussion). Teacher selects 3 groups to present; class uses sentence starters to respectfully ask questions and reflect on health impacts:

• “I notice…”
• “Can you explain how… helps wellbeing?”
• “What could make this lunch even more balanced?” Teacher reinforces influence of information sources: “A label can help, but we still choose based on the overall eating pattern.”

6. 40–45 min · Exit ticket (individual decision). Students complete one quick task: choose between two lunch options and circle the one that supports healthier wellbeing, then write one reason (one sentence or using a sentence starter).

Resources

• Food cards (everyday/sometimes categories) and simplified nutrition/label cards
• “Lunch Builder” templates/boards (paper or digital)
• Sentence starters for discussion and justification
• Exit ticket slips
• Timer and group roles cards (e.g., Reader, Sorter, Presenter, Checker)
• Dyslexia-friendly reading options: large-print cards and audio-recorded label cards (teacher-read) where available
• Hand sanitiser and optional gloves if students handle physical items

Assessment

• Formative checks during group sorting: listen for accurate reasoning about “everyday” vs “sometimes”.
• Observation during lunch build: students can justify choices using health reasons.
• Exit ticket: determine understanding of balanced lunch and the impact of eating patterns on wellbeing.

Differentiation

• Support for ADHD/ASD: assign clear roles, keep tasks timed (2–3 minute chunks), provide a checklist, and allow movement breaks after sorting.
• Support for dysgraphia: offer “fill-in-the-blank” justification sentences and allow verbal responses recorded by a partner.
• Support for language processing issues: pre-teach key terms (everyday, sometimes, balanced, nutrition info, ingredient, energy) using pictures; provide visual word bank and sentence starters.
• Dyslexia-friendly options: use large-print, high-contrast cards; teacher reads label info aloud; permit audio-recorded student responses where possible.
• Scaffold nutrition interpretation: give “label clues” (e.g., “Check serving size”, “Look for nutrients like protein/fruit/veg”) and keep label text simplified.

Extension (for advanced learners)

• Students revise their lunch to include: one “swap” (e.g., replace a sometimes snack with an everyday fruit/veg option) and explain how the swap improves wellbeing.
• Students evaluate reliability: “Which information helps us make a good choice—food label, advertisement, or friend’s advice?” and justify their reasoning using one example from their lunch build.