Time Lesson Sequence

Segment name and

description
Teaching Points
Skills, key concepts, safety points,
questioning sequence
Organisation
Groups, space, equipment
allocation/transitions etc
Resources
Amount, size, type
2
mins

Intro to series of
lessons
-welcome students to lesson; explain focus of the
next 3 learning episodes.
-go over expectations.
Over the next few weeks we are going to be
exploring ideas around taking responsibility for
our own health and nutrition. I know you have
had some experience looking at what it is to be
healthy, so we will be building on that expert
knowledge. We will talk more about this later
Now we will be getting up and doing some
activities around the classroom, so I will need
you to be listening carefully throughout the
lesson.
-whole class
-on the mat
- push tables back so we have
more room.
Health and Physical Education Lesson Plan
Lesson Intention/s
Students are learning to:
LI3 - Identify the importance of healthy food choices.
Success Criteria
They will know they can do this when they can:
SC6- Justify benefits of healthy food choices.
Useful background information
(students/environment/resources)
-previous units around health
-low socio economic backgrounds
- Big classes- 30 students and small
spaces
What would be a good way for me to get your
attention? --- co construct.
10
mins
Activity 1 What is
good health and
wellbeing - categories
good signs of health
and wellbeing
- intro
Before we look too much further into nutrition, I
want to us think about what does it really look
like to have good health and wellbeing and what
does that really involve??
When we are talking about good health this is
more do with our bodieswhat can we do to
have a health body and what are the signs of a
healthy body.
Well-being is more to do with our mind and how
we feel.
- instructions
On these cards there are diferent qualities that
are either to do with having good health or
wellbeing. Each group will get 3 cards you will
need to decide whether the card is describing
good health or good wellbeing and come up
with a reason why you think that.
-expectations for quality of reasoning.
For example this card says clean shiny
hair Now hair is to do with our body, if we eat
the right things our hair is going to be shiny
so I think I will decide that this is more to do
-Write good health and
well- being on the board.
-write on board
- Students are in groups of
4
- Have 3 cards each
(count down from 10, students
need to have found a group of 5
and sitting quietly)
- Number in each groups
depends on size of class.
Appendix A
White board
Activity two
with having good health.
So when we get back together I will stand up and
say
- example
I think that clean and shiny hair comes with
having good health because the food we put into
our body gives us the right nutrients to have
strong shiny, clean hair.
Your reasoning needs to be clear, not just a
because I think so answer.
- Into groups
You have 4 minutes (can adjust) to decide as a
group what category your cards come under and
you must have a reason as to why you have
chosen that category.
- Reporting back
At the end of the activity students will tape their
cards under each heading and say why they
have chosen that category.

Everyone can take responsibility for their own
- Write sentence starter on
board.
I think because..
- Walk around class and
gauge where groups are at
and adjust time
according.
- Organize groups to come
up one at a time and put
their cards under the
category.
- Depending on how
students are engaging
with the activity, this
could be adjusted to do as
a whole class.
5
mins
Discussion around
importance of good
nutrition.
Activity three
Opinion spectrum on food
choice influences
health and wellbeing in a number of ways.
Making sure we eat healthy meals is just one
way we can do that. Having a healthy diet will
ensure we have good health and wellbeing.
Talk to your partner and then report back.
What kind of food do you think makes up a good
diet?
What food do you think arent good for our body?
How would having a good diet make us feel?
Because it is hard for us to always eat healthy,
its important for us to understand what things
are infuencing our decisions that way when
we have choices put in front of us, we can make
educated decisions.
For example if I have two kiwi fruit in front of
me.. One is from NZ and one is from Italy. The
Italian kiwifruit is cheaper but not as fresh. Now
if I am worried about money what one will I
chose? If I am worried about my food being fresh
which one will I choose?
This is how the next activity is going to work.
I will say a statement and you will need to decide
whether it has a big infuence on your choice of
food or not.
Think, pair, share.
-these questions are just prompts;
they may need to be adapted
depending on students
understanding. Adjust pace of
questioning, may only need to ask
a few of these questions
Move students outside.
- Indicate for one group to
leave classroom at a time
to avoid a stampede.
Clearly indicate where
students need to gather.
- Teacher stands at door so
they can clearly see
students both in
If short on time this
activity can be
shorted or removed.
Appendix B and C
maybe have cones to mark
out the line if there are no
trees or natural markers.
Quick reflection/formative
assessment
If you stand by this tree it means that what I
said really afects your food choices. If you stand
closer to this tree, it means what I said doesnt
really afect your decisions.
Now while we do this I might ask why you have
chosen to stand where you have, so be prepared
to explain your decisions!
What are some others things that might
infuence what we choose to eat?
Turn to your partner and tell them one thing we
have talked about today.
Tell them one food you could eat that could help
you have a healthier diet.
Tell them one thing that really infuences your
food choices.
classroom and outside.
Get students to sit down where
they are and talk to their partner.
If time can move back to that mat.