Celebration of Health

Overview

This is lesson 10 of 10 in “Healthy Bodies, Happy Minds”. Students reflect on key healthy habits from the unit and create a class display to share with parents/peers.

Learning intentions

• WALT: Reflect on what we have learned about healthy living.
• WALT: Create a class display that shows healthy choices we can make.
• WALT: Share and explain my personal health choice in simple, clear words.

Success criteria

• I can name at least one healthy habit I learned in this unit.
• I can contribute a picture or short sentence to the class display.
• I can explain my health choice using simple words or a sentence starter.
• I can listen respectfully when others share their ideas.

Curriculum links

• Health and Physical Education: Wellbeing, relationships, and making healthy choices.
• Health and Physical Education (The New Zealand Curriculum Refresh): Personal safety and wellbeing, including healthy behaviours.
• Values: Respect for others during sharing and caring for our learning environment.

Lesson structure (45 minutes)

1. 0–5 min: Welcome and recap

• Gather on the mat. Remind students this is our “Celebration of Healthy Living” and the final lesson of the unit.
• Ask: “What is one healthy habit you remember?” Take 2–3 quick answers.

2. 5–12 min: Think–pair–share (healthy habit ideas)

• Give students a simple prompt card: “A healthy choice I can make is…” and “Because…”.
• Students draw or jot one idea, then share with a partner, then one group share.
• Teacher circulates, using sentence starters for students who need support.

3. 12–22 min: Build the class display

• Explain the display sections: “Eat & drink well”, “Move your body”, “Sleep and rest”, “Feelings and calm”, “Hygiene and keeping clean”.
• Students choose one section (or are assigned one for balance) and create:
• A drawing plus 1–2 words/sentences, or
• A photo/printed picture with a label (for students who need less writing).
• Provide a checklist at the board: “My picture shows a healthy habit. My label tells what I choose.”

4. 22–30 min: Dyslexia-friendly reading + matching

• Set up word/label strips (e.g., “drink water”, “brush teeth”, “sleep”, “walk”, “wash hands”, “calm breathing”).
• Students match a strip to the display section they are working on, using large print and clear spacing.
• Options:
• For readers with difficulties: choose from 2–3 picture choices.
• For confident readers: read and place the correct label independently.

5. 30–39 min: Prepare our sharing

• Students practise their sharing sentence with a partner:
• “My healthy choice is ____. I choose it because ____.”
• Use a quick teacher-modelling: show one example and repeat it with a volunteer.
• ADHD-friendly support: give a movement break at minute 33 (stand and do a “share pose” then sit).

6. 39–45 min: Share with class (quick celebration)

• Invite 6–8 students to share their choice (short sharing only).
• Quick class applause for effort and listening. Collect final pieces for the display.

Resources

• Large display paper or board (divided into the five healthy habit sections)
• Crayons/whiteboard markers/colour pencils
• Printed picture cards for each habit (eat/drink, move, sleep/rest, calm feelings, hygiene)
• Sentence starter strips: “A healthy choice I can make is…” and “Because…”
• Word label strips in large print (teacher-prepared)
• Checklists (simple 3-item version) for students
• Sticky notes or name stickers to place on contributions
• Timer or visual schedule cards for the lesson steps
• Clean-up materials and wipes

Assessment

• Teacher observation: Do students name a healthy habit and contribute to the correct display section?
• Formative check during practice: Can students use the sentence starter (or an alternative) to explain their choice?
• End-of-lesson evidence: Display contributions show understanding of healthy living habits.

Differentiation

• Support for students needing extra help:
• Provide pre-made label choices (2–3) and allow drawing-only contributions.
• Offer a one-sentence template with a filled-in first word (e.g., “I choose to ____.”).
• Use a teacher buddy to help with choosing the display section.
• For students with ADHD:
• Keep tasks short with clear visual steps and a timer.
• Allow movement: stand at a label station, then return to create.
• Use immediate feedback (“Great—your picture matches the habit label!”).
• Dyslexia-friendly reading supports:
• Use large print, high-contrast labels, and picture-to-word matching.
• Avoid long reading tasks; rely on speaking and matching visuals.
• Permit oral recording: teacher or student writes one word while student explains verbally.
• Extension for advanced learners:
• Ask for an extra “because” reason linked to wellbeing (e.g., “It helps my body grow stronger” / “It helps me feel calm”).
• Invite students to add a second detail: “When I do this, I notice ____.”
• Challenge: choose a habit and write a 2–3 sentence explanation for the display (with teacher support for writing scaffolds).