Sip and Stay Healthy

Overview

In this lesson, students learn how hydration helps their body and why water is the best choice most of the time. They will sort drinks, talk about feelings of thirst, and practise making healthy choices.

Learning intentions

• WALT: Understand the role of hydration for health.
• WALT: Explain why water is important for bodies.
• WALT: Identify other healthy beverage options and recognise sugary choices.

Success criteria

• I can tell what hydration means and why my body needs water.
• I can explain at least two reasons water is important (e.g. energy, helping me feel well).
• I can sort drinks into “everyday healthy” and “sometimes/sugary” with support.
• I can choose a healthy drink for different times of the day (school, play, after exercise).

Curriculum links

• Health and Physical Education: personal health and wellbeing, focusing on daily health choices that support growth and development.
• Healthy behaviours: recognising how the body functions and how hydration affects how we feel and move.
• Safety and wellbeing: making informed choices about everyday items that affect health.
• Communication: using observations and simple explanations to share ideas.

Lesson structure (40 minutes)

1. 0–5 mins | Welcome and hook Students sit in a circle with a clear bottle of water (and a labelled empty cup). Teacher asks: “When do you feel thirsty?” Students share quick answers.

2. 5–12 mins | WALT teaching: What is hydration? Teacher uses a simple body diagram (or large picture) to show water roles (helping us stay energised, comfortable, and able to move). Students repeat key sentence frames: “Water helps my body by…” and “Hydration means…”

3. 12–20 mins | Drink sort: Healthy everyday vs sometimes Groups of 2–3 students receive picture cards of drinks (water, milk, yoghurt drink, plain milk, water with lemon, unsweetened fruit juice, soft drink, cordial, sports drink). Students sort into two teacher-made categories: “Everyday choice” and “Sometimes choice,” then explain one reason using sentence starters.

4. 20–30 mins | Taste test (teacher-led) with visuals In small stations, students smell and look at samples using safety routines (no allergies, teacher supervision). Students do a “guess and check” based on taste and labels (teacher reads labels aloud). Teacher guides students to notice differences between “no sugar/sometimes sugary” using a simple chart: “Sweet/less sweet,” “Fizz/ not,” “Mostly water or lots of sugar.”

• If taste testing isn’t possible for some students, they observe only and use the visual sugar icons.

5. 30–35 mins | Whole-class discussion: Thirst and choices Teacher asks: “What should we choose at school?” and “What happens when we don’t drink enough?” Students respond using a class anchor chart: “When I feel thirsty, I can…” and “Water is important because…”

6. 35–40 mins | Quick check: Exit ticket Students complete an exit draw-and-say: one healthy drink for today and one sometimes drink. Teacher collects and checks understanding.

Resources

• Clear water bottle and a couple of empty cups
• Large body diagram or hydration poster with simple labels
• Picture cards of drinks (including water, milk, plain yoghurt drink, unsweetened options, and sugary options)
• Two sorting mats: “Everyday choice” and “Sometimes choice”
• Taste test items (small amounts), with labels visible to teacher
• Visual sugar indicator chart (e.g. icons showing “little/no sugar” vs “more sugar”)
• Allergy and dietary consideration plan (alternative observation option)
• Sentence starter strips: “Water helps my body…”, “I choose… because…”
• Exit ticket sheets (draw-and-say)

Assessment

• Observation during the drink-sorting task: can students group drinks and give a simple reason?
• Teacher listening during discussion: can students explain why water matters using sentence frames?
• Exit ticket: identifies a healthy drink and a sometimes/sugary drink.

Differentiation

• Provide visuals for all drinks and use real-life samples where possible.
• Sentence starters and gestures (pointing to anchor chart) for EALD students; allow first-language support with a partner when appropriate.
• Multiple entry points: students can sort by “looks/smells” first, then by label/taste.
• Neurodivergent supports: predictable station routine, clear role cards (sorter, label reader, reporter), and short teacher-led transitions.
• Taste test accommodations: students who can’t taste can observe only and classify using labels and visuals.
• For students needing extension: include a “question card” prompt such as “Which drink helps us after sport and why?” (link to exercise).

Extension

• Water intake tracking over a week: students place a sticker chart in their workbook (or on a class poster) to record how many times they choose water each day.
• Students bring one daily note to share with a buddy: “My most common drink was…” and “I drank water… times.”
• Optional summary: students colour a week calendar bar to show “more water days” vs “fewer water days.”