Healthy Eating Choices

Overview

In this lesson (lesson 4 of 10) students explore how different foods help our bodies grow. They sort healthy foods and treats and then create a colourful “healthy plate” using cut-out pictures, linking food choices to feeling good.

Learning intentions

WALT (We Are Learning To…)

• recognise that some foods help our bodies grow and stay strong
• identify healthy foods and treats using simple food ideas
• make a “healthy plate” by choosing foods from different categories
• talk about how food choices can help us feel good

Success criteria

I can…

• name at least 3 healthy foods
• tell the difference between a healthy food and a treat
• build a healthy plate using different food choices
• explain (with a sentence or drawing) one way healthy food helps my body

Curriculum links

• Health Education / Bodies | Minds — Self-care: exploring qualities and categories of food that help us grow
• Health Education / Bodies | Minds — Nutrition: balanced meals contain a variety of food groups that provide essential nutrients for growth and energy
• Communication: sharing ideas clearly with others during sorting and group discussions
• Self-management: following routines for safe handling of materials and staying on task

Lesson structure (60 minutes)

1. 0–5 min · Welcome and set-up. Teacher greets students and briefly states today’s goal: “We are making a healthy plate.” Students take their seats and get ready with their materials folder.

2. 5–12 min · Quick hook: “Mmm or Yum?” Teacher shows 4–6 food picture cards (some healthy foods, some treats) and asks, “Is this a healthy food or a treat?” Students hold up a chosen card/colour (e.g., green for healthy, red for treat) or give a short thumbs response and repeat the key word: healthy / treat.

3. 12–22 min · Teacher input: food that helps us grow. Teacher uses a simple sorting wall: “Healthy foods” and “Treats.” They explain that bodies need food to grow and stay strong, and treats are sometimes foods that are fun but not our everyday choice. Students repeat a short class statement: “Healthy foods help my body grow. Treats are sometimes.”

4. 22–32 min · Hands-on sorting game (pairs). Teacher sets up a table with mixed cut-out food pictures. Students work in pairs to sort into two piles: healthy foods and treats, then place them on the class chart. Teacher circulates, asking, “Which one is healthy and why?” Students use sentence starters: “I think this is healthy because…” or “This is a treat because…”

5. 32–44 min · Mini teaching: build a colourful plate. Teacher introduces the “healthy plate” idea (for Year 1: variety and balance). They model using one blank plate template: choose different categories (e.g., fruit/vegetable, wholegrain, protein food, water). Teacher emphasises: “We choose mostly healthy foods for our plate.” Students watch, then choose their own plate template.

6. 44–55 min · Create your colourful plate (cut-and-stick). Teacher gives each student a plate template and a set of food cut-outs plus a glue stick/scissors if appropriate. Students cut (if able) and place healthy food cut-outs around their plate, leaving space so the plate looks colourful. They add one “drink” picture if provided (water) and include 1 simple label or word from an option list (e.g., “apple,” “carrot,” “chicken,” “bread”). Teacher checks for understanding as they work.

7. 55–60 min · Share and tidy. Teacher invites 3–4 students to share their plates: “Show me your healthy foods.” Students do a quick gallery walk with a partner and give one compliment using a stem: “I like your…” and one statement: “Your plate has…”

Resources

• Picture cards for healthy foods and treats (printable or cardstock)
• Class sorting chart with two headings: Healthy foods / Treats
• Plate templates (one per student) and glue sticks
• Sets of cut-out food pictures (variety of fruit/vegetables, whole grains, proteins; plus treats)
• Optional word bank (healthy foods and simple label options)
• Coloured response cards or stickers (e.g., green/red) for early check
• Scissors (only if classroom routine allows safe use), wiping cloths, bins
• Timer or visual schedule strips for the lesson

Assessment

• During the hook and sorting: observe whether students correctly identify healthy foods vs treats
• During partner sorting: listen for reasoning using sentence starters (“because…”)
• During the plate task: check that most foods on the plate are healthy choices and that at least 3 healthy foods are included
• Quick teacher note or checklist during sharing: “names / sorts / explains” (informal)

Differentiation

• Support: provide sentence starters, a picture-based word bank, and pre-sorted “starter sets” of cut-outs for students who need reduced choices
• Support: allow pointing to pictures instead of full verbal explanations (teacher prompts with yes/no or choice questions)
• Extension: ask students to describe their plate using a second sentence starter: “I chose this healthy food because it helps my body…” or “I have a variety of healthy foods.”
• EAL/SEN: use consistent gestures for healthy and treat, repeat key phrases, and allow students to show understanding through drawing/placing pictures rather than writing