My Plate Discovery

Overview

In this third lesson of the unit “Healthy Choices Everyday”, students explore the My Plate model for balanced meals and begin creating their own plate using food cut-outs. Students share ideas about why different food groups help our bodies.

Learning intentions

WALT: Discover the “My Plate” model for balanced meals, and understand that choosing a variety of foods helps us stay healthy every day.

Success criteria

• I can sort food pictures into the correct sections of My Plate.
• I can make a balanced plate using the food cut-outs.
• I can explain (with support) one reason my plate is balanced (e.g. “it has fruit/veg and food for energy”).

Curriculum links

• Personal and Social Health: explore and practise strategies for healthy eating and wellbeing.
• Health knowledge and understanding: recognise that food groups provide different nutrients and support growth and energy.
• Social learning: work cooperatively and communicate ideas respectfully during group tasks.

Lesson structure (40 minutes)

1. 2 – Welcome and lesson focus Gather students and briefly revisit what “healthy choices” means from earlier lessons. Introduce today’s WALT: My Plate model.

2. 6 – Introduce My Plate with a teacher demo Use a large My Plate poster. Hold up a few food cards (e.g. apple, rice, yoghurt, chicken, carrots, water) and ask students to name where each one belongs. Keep language simple: “Eat more often” foods and “sometimes” foods (teacher explanation appropriate to Year 1–2).

3. 8 – Interactive sorting game (whole class) Place 5–6 food cards around the room with My Plate sections labelled. Students move in pairs to place a card in the correct area, returning to seats quickly. Confirm answers and celebrate effort rather than “right vs wrong”.

4. 8 – Think, plan, and choose cut-outs Students receive a My Plate template (circle/plate) and a small tray of food cut-outs. They quietly choose what they want on their plate, using prompts: “What will help with energy?” “What will help your body grow?” and “What will keep you hydrated?” (teacher supports with visuals).

5. 12 – Create: My Plate model (pair work) Students work with their assigned partner to build their plate on the template. Encourage them to check: “Does our plate include foods from different sections?” Provide extra templates for students needing support (fewer cut-outs, pre-numbered sections).

6. 2 – Gallery share (quick oral feedback) Select 3–4 pairs to show their plates. Students use sentence starters: “We chose … because …” or “Our plate is balanced because …” Allow EALD support and non-verbal responses (pointing to food groups).

7. 2 – Closure and exit check Students answer one prompt on paper or verbally: “One food on my plate is …” Teacher observes for understanding of grouping and variety.

Resources

• Large My Plate poster or visual on board
• My Plate student templates (one per student)
• Sets of laminated food cut-outs/picture cards
• Glue sticks, child-safe scissors (or pre-cut options)
• Food word cards and picture supports (for key food groups)
• Numbered or simplified plate templates for support
• Sentence starter cards (e.g. “We chose…”, “It helps because…”)
• Trays for organising cut-outs
• Gallery display area or table space

Assessment

• Observation during sorting and plate creation: can students place foods into appropriate My Plate sections?
• Quick verbal check at closure: can students name at least one food choice from their plate and give a basic reason with support?
• Teacher feedback during gallery share focusing on balanced variety and participation.

Differentiation

• Pair students collaboratively as teacher requested, mixing students strategically (including EALD) so partners can model language and sorting steps.
• Provide templates for support with fewer sections or pre-drawn labels and a reduced cut-out set to prevent overwhelm for neurodivergent students.
• Offer “ready-to-stick” cut-out options and allow pointing or choosing from a partner if a student struggles with scissors/glue.
• For EALD: use picture-based prompts, repeat key phrases (“balanced”, “more often”, “sometimes”), and allow dual-language or first-language support within pairs where possible.
• Extension pathway for advanced learners: prompt them to add a small “water or drink” card and explain why water supports healthy choices.

Extension (optional)

• Have students research and present on a favourite cuisine that fits the My Plate model (teacher provides a short menu picture sheet or culturally familiar food list). Students create a “Cuisine Plate” and share: which foods from the cuisine fit into My Plate and which parts they would limit or replace for balance.