Move to Feel Better

Overview

In this part of Healthy Choices Everyday (Lesson 6 of 10), students learn how physical activity helps their bodies and minds. They practise sharing ideas and, time permitting, create a short movement routine to demonstrate being active.

Learning intentions

• WALT understand the benefits of physical activity.
• WALT explain, using pictures or words, how being active helps our bodies.
• WALT name at least three benefits of being active.

Success criteria

• I can list at least three benefits of being active (for example: stronger body, better mood, more energy).
• I can match a benefit to a simple picture or sentence.
• I can participate safely in a short activity and follow basic movement rules.

Curriculum links

• Health and Physical Education: learning about the benefits of physical activity and safe participation.
• Personal, social and community health: recognising how choices affect wellbeing (body and mind).
• Movement skills and wellbeing: understanding why being active supports health and energy for learning.

Lesson structure (40 minutes)

1. 2 minutes – Welcome and aim

• Say: “Today we are learning about why moving our bodies feels good.”
• Briefly recap the unit name and what “healthy choices” means in our class.

2. 6 minutes – Benefit brainstorm (small groups)

• Students sit in mixed-ability teams. Provide picture prompts (e.g., heart/strong muscles, happy face, energy/light bulb, sleep/moody face).
• Teacher prompts: “What happens to our body and our feelings when we move?”

3. 7 minutes – Whole-class sharing and sorting

• Each team shares one idea. Teacher records responses on a class chart under headings: Body / Feelings / Learning & energy.
• Clarify with simple language: “Being active helps our muscles and makes us feel better.”

4. 10 minutes – Movement activation: “Move for… (benefits)”

• Play/lead short teacher-guided movement rounds (30–45 seconds each) with calm rest between:
• Jumping in place (“strong body”)
• Marching and arm swings (“energy”)
• Stretch reach (“feel good”)
• Slow walk and breathing (“calm mind”)
• After each round, ask: “Which benefit did we practise?”

5. 8 minutes – Draw-and-say: “My top three benefits”

• Students choose three pictures from a benefit card set or teacher board and draw them in order.
• They then add one simple word or sentence starter:
• “Being active helps me… (be strong / feel happy / have energy).”

6. 5 minutes – Share-out and check success criteria

• Volunteers show their page. Teacher checks: “Do you have at least three benefits?”
• Quick class chant: “Move, feel good, be strong!”

7. 2 minutes – Exit reflection

• Students indicate with fingers: 1–5 how confident they are naming benefits.
• Collect pages for next lesson reference.

Resources

• Benefit picture cards (body, feelings, energy/learning)
• Class chart paper or whiteboard headings: Body / Feelings / Learning & energy
• Simple sentence starters (single words and short phrases)
• Drawing paper, crayons/markers
• Optional: timer for movement rounds
• Space for safe movement (no obstacles), 1–2 visual safety reminders (e.g., “personal space”)
• Student support cards for EALD (icons with key words like strong, happy, energy)
• Masking tape marks for safe standing spots

Assessment

• Formative: Observe group brainstorm contributions and movement participation using simple prompts (“Can you tell me a benefit?”).
• Formative: Check drawings/sentences for at least three identified benefits.
• Summative for this lesson goal: Confirm each student meets the success criteria through exit reflection and evidence from their “top three benefits” page.

Differentiation

• Grouping: Use mixed-ability teams so students can brainstorm together; rotate roles (talker, pointer, drawer).
• Support for neurodivergent students: Clear routine (same steps), short movement bursts, visual timetable, predictable transitions, quiet reset spot.
• Support for EALD learners: Use picture-first responses; allow single words, pointing, or sentence starter completion; model pronunciation and provide consistent key words.
• Extension/advanced learners: Ask students to add a “because” sentence: “I move because it helps my body/feelings.” They can also include a fourth benefit card.

Extension (optional)

• Create a mini workout routine to share with the class: In pairs or small groups, advanced students plan a 3-move routine (e.g., march, stretch, jump). They practise safely and lead the class for one round during the final share-out next lesson or as a quick activity if time allows.