Healthy Snack Creation

Overview

In this 40-minute lesson, students learn how to make a simple, healthy snack and then explain what ingredients are used and why they are good choices. This is lesson 5 of 10 in the unit “Healthy Choices Everyday”.

Learning intentions

• WALT make a simple healthy snack using safe food handling.
• WALT recognise that different foods provide different nutrients and energy.
• WALT explain the components of their snack in simple sentences.

Success criteria

• I can create a healthy snack (with help) and keep it safe and hygienic.
• I can name the main ingredients I used.
• I can explain one reason my snack is a healthy choice (for example: “It has fruit/vegetables” or “It helps me feel full/has energy”).
• I can share my snack with my group respectfully and listen to others.

Curriculum links

• Promotes everyday healthy choices through food and daily living routines.
• Focuses on safety, hygiene, and wellbeing when eating and preparing food.
• Builds students’ understanding of how food supports the body and helps maintain health.

Lesson structure (40 minutes)

1. 0–5 min | Welcome & snack sort

• Gather students on the mat. Show picture cards of common snack foods (fruit, yoghurt, crackers, chips, lollies).
• Ask: “Which are healthy everyday snacks? Which are sometimes foods?” Students vote with thumbs up/down and give a quick reason (e.g., “fruit is healthy”).

2. 5–10 min | WALT checklist & safety talk

• Display class WALT: “Make a simple healthy snack” and “Explain its components.”
• Teach/recall 3 safety routines: wash hands, use utensils carefully, keep workspace tidy. Model wiping surfaces and using gloves/apron if available.
• Quick EALD-friendly modelling: teacher repeats key phrases: “I washed my hands”, “I used a clean board”, “My snack has…”

3. 10–20 min | Build snack (hands-on)

• Students work in pairs or small groups with pre-portioned ingredients (teacher-prepared to support speed and safety).
• Choose one simple option that suits the class: a fruit-and-yoghurt cup or wholegrain cracker with topping (e.g., sliced cucumber/tomato, yoghurt dip).
• Teacher circulates using sentence starters: “My snack is…” “It has…” “It is healthy because…”

4. 20–28 min | Snack finishing & hygiene check

• Students finish assembly, then do a “clean-up burst”: bin scraps, wipe the table, wash or sanitise hands again.
• Conduct a quick check: “Show me your clean hands” and “Is your snack covered/contained safely?”

5. 28–35 min | Share and explain (show & tell)

• Students present their snack to the group using the success criteria language.
• For younger learners, allow non-verbal options: pointing to ingredients plus teacher prompts.
• Teacher uses a simple question routine: “What did you use?” “What is it made from?” “Why is it a healthy choice?”

6. 35–40 min | Reflection & exit ticket

• Whole-class reflection: “One healthy ingredient I used today was…” (choral response).
• Exit ticket (teacher-led): each student or pair completes a drawing with 2 labels (e.g., “fruit” and “yoghurt”); teacher confirms verbally.

Resources

• Picture cards: healthy snacks and sometimes snacks (for quick sorting)
• Pre-portioned ingredients (fruit slices, yoghurt cups, wholegrain crackers, vegetable slices/dips), plus plates/cups
• Child-safe utensils: plastic knives/spreaders, tongs, spoons
• Bowls/trays for assembly, paper towels, wipes
• Aprons and hand sanitiser/handwashing station access
• Sentence starters on a card: “My snack is…”, “It has…”, “It is healthy because…”
• Recipe cards with icons (not lots of text)
• Small bins for waste and recycling (if applicable)
• Allergy awareness reminders and labelled ingredient containers

Assessment

• Observational checklist during making and cleanup: hygiene routines followed, safe tool use, respectful participation.
• Short oral/written explanation: students name ingredients and state one reason it is a healthy choice.
• Exit ticket drawing/labels to confirm ingredient knowledge and language use.

Differentiation

• Support for neurodivergent students: clear step-by-step routine with visuals; short, timed “build” sections; predictable roles in pairs (e.g., “picker” and “builder”).
• Support for EALD learners: sentence starters, repeated modelling, and allowing pointing to ingredients; bilingual support if available from school resources.
• Support during food prep: provide simpler snack option (e.g., fruit + yoghurt only) and pre-sliced fruit/vegetables; reduce steps.
• Extension for students needing challenge: require students to add a “healthy twist” (e.g., choose a wholegrain base, add extra colour with vegetables, or vary fruit type) and explain the additional component.

Extension (optional)

• Experiment with different ingredients and present unique snack ideas: students add one new ingredient (within safe limits and classroom plan) and give a 1-sentence pitch using “It is healthy because…” to the class.