Sleep for Growth

Overview

In this Health lesson (Lesson 5 of 10) students explore how sleep supports wellbeing and growth. They then create a simple bedtime routine chart and practise sharing it with a partner, using both English and Te Reo Māori to build confidence and belonging.

Learning intentions

• WALT identify why sleep is important for our tinana (body) and hinengaro (mind).
• WALT notice what helps us get to sleep safely and comfortably.
• WALT create a bedtime routine chart using clear steps.
• WALT share ideas respectfully with a partner (manaakitanga).

Success criteria

• I can say one way sleep helps my body and one way it helps my mind.
• I can list 3–5 steps in a bedtime routine.
• I can describe my routine clearly to a partner.
• I can listen respectfully while my partner shares.

Curriculum links

• Waiora (Health and wellbeing): learning about wellbeing across tinana and hinengaro, and how everyday choices support health.
• Te Reo Rangatira: practising whakarongo and kōrero by sharing ideas and responding appropriately in te reo Māori.
• Key competencies (New Zealand Curriculum alignment): relating to others through pair sharing, participating and contributing, and managing self by using a routine.
• Values: Manaakitanga during partner talk; Kotahitanga through shared class norms.

Lesson structure (30 minutes)

1. 0–4 min · Welcome & wellbeing check-in. Teacher greets students and quickly checks how they feel today (e.g., “Me pēhea koe?”). Students respond with a simple feeling word and one gesture, then sit ready.

2. 4–10 min · Hear & think: why sleep matters. Teacher tells a short story about a child who slept well and one who didn’t, then asks: “What changed?” Students turn-and-talk to name one effect (energy, focus, mood, body recovery).

3. 10–16 min · Mini-teach: sleep routines and body signals. Teacher explains that sleep supports tinana and hinengaro, and introduces a simple routine: dim lights, wash up, story, teeth, bed. Students help choose which steps belong by moving to “Yes”/“Not sure” signs.

4. 16–24 min · Create: bedtime routine chart. Teacher models a chart with 4–5 boxes (picture + word support). Students create their own chart using cut-and-stick cards or drawing. Teacher circulates, prompting with: “He aha te taahiraa tuatahi?” (“What’s the first step?”). Bilingual support: students label at least one step in English or simple te reo Māori (e.g., “pō,” “mamae? no,” “moe”/“sleep” using class-approved terms).

5. 24–28 min · Share in pairs (paired speaking practice). Teacher gives sentence stems on the board and practises quietly as a class:

• “Ko taku mahinga moe ko…” (“My bedtime routine is…”)
• “Ko te taahiraa tuatahi ko…” (“The first step is…”) Students share their routine with a partner using their chart; partner listens and then repeats one step back.

6. 28–30 min · Exit ticket: one key idea. Teacher hands out a quick prompt: “Sleep helps my ____.” Students complete with a drawing or a single word and hand in.

Resources

• Bedtime routine picture/step cards (4–5) for cut-and-stick or matching
• Chart template (4–5 boxes) on A4 paper
• Coloured pencils/crayons, glue sticks, scissors (with supervision)
• “Yes / Not sure” signs
• Sentence stem cards for partner sharing
• Class picture cards for sleep vocabulary (e.g., bed, teeth, book, light)
• Quiet corner mat or calming picture for regulation (optional)

Assessment

• Teacher observation during “Yes / Not sure” movement and discussion: can students connect sleep to wellbeing (tinana/hinengaro)?
• Chart check: are there 3–5 clear routine steps in sequence?
• Partner talk: can students share one step using the stems and listen respectfully?
• Exit ticket: does the student name at least one benefit of sleep?

Differentiation

• Support:
• Provide pre-filled picture cards and a matching word bank for students needing scaffold.
• Use sentence stems and allow choral practice before pair sharing.
• Offer smaller chart versions (3 steps) for students who need reduced load.
• Extension:
• Challenge students to add a “safe choice” step (e.g., “kāore he mata i te pō” as per class agreement) or include an extra “what I do if I can’t sleep” step.
• Language/SEN:
• Accept responses in English, te reo Māori, or both; focus on participation and clarity.
• For attention needs, give a single, time-limited task (e.g., place only the first 2 boxes) before continuing.
• EAL:
• Use visuals consistently and model key words repeatedly; pair students strategically so one can lead with a routine they understand.

Te Reo Māori support (used throughout)

• “Me pēhea koe?” (How are you?)
• “He aha te taahiraa tuatahi?” (What is the first step?)
• “Ko taku mahinga moe ko…” (My bedtime routine is…)
• “Ko te taahiraa tuatahi ko…” (The first step is…)
• “Pō” (night), “moe” (sleep) as per classroom language norms