Why We Move

Overview

In this Health lesson, students learn why being active and exercising helps their bodies stay healthy. They connect simple body changes (like stronger hearts and muscles) to everyday choices (moving at school and home).

Learning intentions

WALT (We Are Learning To):

• WALT identify ways we can be active every day
• WALT explain how exercise helps our body stay healthy
• WALT choose a simple active plan for today using safe movement rules
• WALT describe how our body feels during and after being active

Success criteria

I can …

• name at least two ways to be active (e.g., walking, running, dancing)
• tell one reason exercise helps my body (e.g., makes my heart and muscles stronger)
• follow class safety rules when moving (start/stop, space, respectful behaviour)
• explain how I feel during and after exercise using simple words (e.g., “hot”, “breathing fast”, “calm down”)

Curriculum links

• Health and Physical Education (Health strand) — learning about health and physical activity for wellbeing
• Personal exercise plan focus: using simple goals and making choices that support health
• Physical activity concepts: understanding benefits of being active to support fitness and overall health
• Key competencies: Relating to others (moving safely with peers) and Managing self (starting/stopping safely, trying my best)

Lesson structure (30 minutes)

1. 0–4 min · Warm welcome + connect. Teacher asks: “What did you do yesterday that made your body move?” and records answers as a class list. Students point to pictures/words (or share one idea) and choose one favourite active idea.

2. 4–10 min · Why exercise helps (short teach). Teacher shows 3 simple “body benefit” pictures: heart, muscles, mood/sleep, and explains using child-friendly language (exercise helps hearts and muscles work better, helps us feel energised, and supports healthy sleep). Students repeat a sentence frame: “Exercise helps my ___ because ___.”

3. 10–22 min · Move and notice (activity stations). Teacher sets up 3 stations with clear start/stop signals and safety reminders (space, no pushing, listen for teacher whistle/clap). Students complete short rounds (about 4 minutes each) while teacher prompts body noticing: “How is your breathing? Are you feeling hot? What happens when you slow down?”

• Station A: “Heart beat” fast walking/jog on spot (short bursts)
• Station B: “Strong muscles” (squats to a cone, wall push-ups, or stepping over lines)
• Station C: “Happy body” (dancing/marching to a beat, then freeze and calm breathing)

4. 22–26 min · Quick talk: benefits to our health. Teacher conducts a guided group discussion: “Which station helped which part of our body, and why?” Students answer using a choice card: “My heart / My muscles / My feelings & sleep.”

5. 26–30 min · Exit reflection + mini active goal. Teacher gives each student a “Today I will be active…” strip with a few options (walk, play outside, dance, help at home, sport club). Students complete it and share one reason (e.g., “So my body stays healthy”).

Resources

• Picture cards: heart, muscles, feelings/sleep, plus simple activity icons
• 3 station markers (cones/ropes) and a timer/clap/whistle for stop-start
• Safe movement mats or taped lines (for boundaries)
• “Today I will be active…” choice strips (print or card set)
• Sentence frames on a large display
• Optional: visual “calm down” card (slow breathing, stretch)

Assessment

• Teacher observation during stations: students follow safety rules and attempt movements
• Verbal formative checks: student sentence “Exercise helps my ___ because ___”
• Exit reflection: collected mini-goal strip to confirm understanding of at least one benefit of being active

Differentiation

• For students with ADHD and learning challenges:
• Use short, clear instructions and predictable routines (same signal for start/stop each time)
• Provide a “job” role at stations (time keeper, line checker) for extra structure
• Offer movement choices with the same learning goal (e.g., dance steps vs marching) to reduce frustration
• Dyslexia-friendly options:
• Use picture-based cards and minimal text on prompts
• Provide oral response alternatives (student can say the sentence to teacher or partner)
• Read sentence frames aloud before students respond; allow finger-pointing to words
• Support for diverse learners:
• Sentence starters displayed: “Exercise helps my ___” and “because ___”
• Pair students strategically (buddy system) and allow a “show me” response instead of long verbal answers
• Extension for advanced learners:
• Add a challenge question: “What happens if we don’t exercise for a long time? Choose one: tired, less strong, harder to breathe well, or less energy.”
• Ask them to make a 2-step micro-plan: “First I will ___ for 5 minutes, then I will ___ to calm down.”