Understanding Healthy Eating

Overview

Lesson 1 of 10 in Healthy Choices for Kids. Students explore what healthy eating means, consider how food choices and physical activity may have changed over time, and reflect privately on their own eating experiences without judging families, cultures, access, or body size.

Learning intentions

• Students will describe healthy eating as a balanced pattern of choices that supports wellbeing and growth.
• Students will identify a variety of foods and drinks that contribute to healthy choices.
• Students will compare some past and present trends in eating and physical activity.
• Students will reflect on personal habits and identify one realistic next step.

Success criteria

• I can explain that healthy eating includes variety, balance, and regular meals and snacks.
• I can give examples of foods and drinks that support my health.
• I can describe one way eating or physical activity has changed over time.
• I can complete a private reflection and choose a positive next step.

Curriculum links

• Healthy eating and nutrition: applying knowledge of food and nutrition to support personal health.
• Physical activity and healthy living: recognizing how regular movement contributes to wellbeing.
• Personal awareness and responsibility: reflecting on habits and setting an achievable goal.
• Communication and critical thinking: sharing ideas respectfully and considering how choices are influenced by family, culture, community, media, and access.

Lesson structure (30 minutes)

1. 0–3 min — Welcome and hook Display the opening question in the healthy eating introduction deck: “What makes a food choice healthy?” Students think silently, then share with a partner. Establish that there is no single “perfect” food or meal and that healthy eating looks different across families and cultures.

2. 3–8 min — Build shared understanding Use the healthy eating introduction deck to introduce healthy eating as variety, balance, water, and enjoying food without labelling people or foods as “good” or “bad.” Briefly discuss the five food groups and the idea of choosing more often from nutritious options while leaving room for sometimes foods. Emphasize that adults help children make food choices and that food availability differs between families.

3. 8–14 min — Watch and discuss Play the teacher-selected YouTube video, What is Healthy Eating? Preview it first and pause if needed. Students listen for two ideas that explain healthy eating. After viewing, return to the healthy eating introduction deck and ask: “What did the video suggest?”, “What was new to you?”, and “How can we talk about food choices respectfully?”

4. 14–19 min — Past and present comparison Show the past-and-present prompts in the healthy eating introduction deck. In pairs, students discuss how eating and physical activity might have changed over time, such as more home cooking in some households, different food packaging and advertising, or increased screen time. Clarify that changes are not automatically better or worse and that experiences vary. Invite two or three observations.

5. 19–27 min — Personal reflection Distribute the healthy eating history reflection worksheet. Students complete it independently, recording general patterns rather than private details. Prompts include: “What foods and drinks do I usually enjoy?”, “When do I usually eat?”, “How much movement is part of my day?”, “What has changed as I have grown?”, and “One healthy choice I would like to practise is…” Students may write, draw, dictate, or leave any question blank.

6. 27–30 min — Share and close Students share only a general idea or their chosen next step with a partner; sharing personal food information is optional. Use the healthy eating introduction deck for the closing prompt: “Healthy eating is a pattern, not a perfect day.” Collect worksheets privately and preview the next lesson on food groups and balanced choices.

Resources

• the healthy eating introduction deck
• Teacher-selected YouTube video, What is Healthy Eating? (teacher previews and opens it before class)
• the healthy eating history reflection worksheet
• Projector or interactive display with sound
• Pencils and optional coloured pencils
• Board or chart paper
• Timer
• Water access, if available

Assessment

• Listen during partner and class discussion for accurate ideas about variety, balance, water, movement, and respectful language.
• Check worksheets for a basic understanding of healthy eating, one past/present observation, and a realistic personal next step. Do not grade personal food choices or compare students.
• Use a closing response to identify misconceptions to revisit in Lesson 2.

Differentiation

• Provide visual food-group icons, sentence starters, word banks, and the option to draw or dictate responses. Read worksheet prompts aloud.
• Offer private completion, partner scribing, or a quiet workspace for students who may feel uncomfortable discussing food, family circumstances, or body-related topics.
• For EAL learners, pre-teach terms such as variety, balance, nutritious, movement, habit, and choice; accept home-language planning and simple labelled drawings.
• Extend learning by asking students to explain how culture, advertising, cost, season, time, or access can influence food and activity choices without making assumptions about a family.