Move More Plan

Overview

In this 20-minute lesson, students compare their current physical activity and sedentary habits using a simple check-in and draft realistic strategies to increase movement and reduce sedentary time. Students will justify their choices to support health and wellbeing outcomes.

Learning intentions

Students will:

• assess their current physical activity and sedentary behaviours using a short self-check
• identify practical barriers and supports to being more active
• design a realistic personal “micro-plan” to increase physical activity and reduce sedentary behaviour
• justify how their micro-plan supports health and wellbeing

Success criteria

I can:

• describe my current activity and sedentary time in simple terms (e.g., “some days / most days”)
• choose strategies that are realistic for my routine (time, place, and effort)
• explain why each strategy will help me move more and sit less
• set a simple goal I can monitor for the next week

Curriculum links

• Health and Physical Education: design and justify strategies to increase physical activity levels to achieve health and wellbeing outcomes - Health and Physical Education: designing and monitoring a personal physical activity plan that proposes realistic strategies and reduces sedentary behaviours (AC9HP8M06_E1)

Lesson structure (20 minutes)

1. 0–3 min · Hook (quick prompt). Teacher writes on the board: “In the last 24 hours, what helped you move, and what kept you sitting?” Students do a silent think and jot two short answers.

2. 3–8 min · Self-check (teacher-guided). Teacher distributes a one-page “Activity Snapshot” with 5 items: physical activity frequency, typical sedentary time (school + home), walking breaks, screen/sitting time (rough estimate), and one factor that affects them (e.g., homework, transport, weather). Students complete it quickly and privately.

3. 8–12 min · Compare to the goal (whole-class sense-making). Teacher leads a brief discussion: “We’re aiming for more movement and less sitting.” Students move to one side of the room for “needs more movement” and the other side for “already doing okay,” based on their snapshot (no sharing numbers aloud). Teacher reinforces that starting points differ, and micro-changes count.

4. 12–16 min · Micro-plan drafting (individual work). Teacher models a sample micro-plan:

• Goal: “Add 10 minutes of movement after school”
• Strategy: “Put shoes by the door; walk to the oval with a playlist”
• Sedentary change: “Do 2 short movement breaks during homework (2 minutes each)” Students complete their own micro-plan table: one activity strategy + one sedentary-reduction strategy + a justification sentence (“This works because…”).

5. 16–19 min · Peer justification check (structured pair). Students pair up. Partner A reads their strategies; Partner B checks: “Is it realistic? Is it specific? How does it support health and wellbeing?” Students swap roles.

6. 19–20 min · Exit ticket (teacher collects). Teacher gives a half-sentence exit ticket: “My next week plan will help me because…” Students finish and submit.

Resources

• “Activity Snapshot” worksheet (1 page) for each student
• “Micro-plan” table worksheet (could be on the same sheet)
• Whiteboard and marker
• Timer for teacher to manage steps
• Pencil/pen and optional highlighter
• Quiet space for students to complete self-check
• Classroom checklist for peer feedback prompts

Assessment

• Formative: teacher scans worksheets during micro-plan drafting for realism and specificity
• Formative: peer discussion uses the “realistic, specific, supports wellbeing” prompts
• Summative for this lesson: exit ticket confirms students can justify how strategies support health and wellbeing

Differentiation

• Support: provide sentence starters on the micro-plan sheet (e.g., “I will… after… because…”; “A barrier for me is… so I will…”)
• Support: allow students to choose from a provided list of starter strategies (walk, dance breaks, stairs, sport/training, active transport, stretching, standing while studying, short breaks)
• Extension: invite students who finish early to add a simple monitoring method (tick chart) and a backup plan for barriers (e.g., “If weather is bad, I will…”)
• EAL/SEN: keep language simple on the worksheets, use icons for choices, and allow verbal justification if writing is a barrier
• Equity and safety: students keep strategies achievable and safe for their context (home, school, local spaces)

Optional note on school dress code

• Students follow the school dress code for the day; if activity strategies involve movement breaks, they will use safe, school-appropriate footwear and clothing.