Healthy Eating Basics

Overview

Students begin Unit 1 of “Healthy Choices Everyday” by learning what healthy eating means and recognising food groups. They practise sorting foods into groups and choosing healthier options for everyday meals.

Learning intentions

WALT: Understand healthy eating, explore food groups, and identify healthy foods.

Success criteria

• Name 3 food groups.
• Identify healthy foods and explain why.
• Sort foods into correct groups using cards.

Curriculum links

• Health and wellbeing: recognise healthy food choices and everyday routines that support health
• Understand that food groups help us make balanced choices for growth, energy and wellbeing
• Safety and wellbeing focus: practising making healthier choices in daily eating

Lesson structure (40 minutes)

1. 0–5 min: Welcome and “What is healthy eating?” Teacher shows 6–8 picture cards (e.g., fruit, yoghurt, chips, soft drink, bread, chicken). Students give quick thumbs signals: “Healthy most days” / “Sometimes.” Teacher records key ideas: “every day foods”, “sometimes foods”, “helps our body”.

2. 5–10 min: WALT unpack + mini food-group talk Use a simple visual “plate” or 4–5 food group posters (teacher-chosen based on available resources). Teacher names each food group slowly and shows examples. Students repeat and point to the matching picture group on the wall.

3. 10–18 min: Model sorting (whole class) Teacher demonstrates: chooses a food card, asks “Which group does it belong to?” and “Is it a healthy everyday choice?” Students agree/disagree using sentence frames (“I think it is in… because…”). Emphasise that foods fit into groups and many foods can be part of meals in appropriate amounts.

4. 18–30 min: Hands-on food sorting stations Groups of 3–4 complete one station each, then rotate once.

• Station A: “Sort into food groups” using envelopes with picture cards
• Station B: “Healthy everyday choices” sort into two trays: “Every day” / “Sometimes”
• Station C: “Build a simple balanced meal” using food-group strips on a paper plate template Teacher circulates, prompts with questions, and checks misconceptions (e.g., “Sometimes foods still fit in our diet, just not every day.”)

5. 30–37 min: Share-out and quick check Each group selects 3 cards and says: (1) the food group name, (2) one healthy choice from that group, (3) how it helps (e.g., “gives energy”, “helps us grow”). Teacher listens for naming of at least three food groups across the class.

6. 37–40 min: Exit ticket (individual) Students complete a short “Food Group Snapshot” sheet: circle 3 food groups and draw or choose one healthy food from each. Teacher collects for next lesson planning.

Resources

• Picture cards of foods (fruit, vegetables, grains/cereals, lean meats or proteins, dairy/alternatives, healthy fats in small amounts, plus “sometimes foods” like lollies/chips)
• Food group posters or wall charts
• Sorting trays: “Every day” and “Sometimes”
• Envelopes with mixed food-group cards
• Paper plate templates and glue sticks/colouring pencils
• Sentence frame strips (e.g., “It belongs in…”, “A healthy choice is…”)
• Exit ticket “Food Group Snapshot” sheets
• Visual timer and “hands ready/quiet listening” cue

Assessment

• Teacher observation during sorting stations: correct group placement and ability to name groups
• Exit ticket: students circle at least three food groups and identify a healthy food from each
• Oral share-out: quick questioning to confirm understanding of “healthy most days” vs “sometimes”

Differentiation

• EALD: Picture prompts, gestures, sentence frames.
• Kinesthetic: Hands-on sorting with tactile cards.
• Neurodivergent: Visual timetable, fewer cards, clear directions.
• All: Pre-teach key images; allow card responses.

Extension (optional)

Create a balanced meal poster with food groups labeled and a sentence explaining the balance.