Healthy Eating and Lifestyle Choices – A Health Lesson Plan for Years 3/4


Summary of Lesson Plan:

In this lesson plan, students develop understandings, knowledge and skills about creating a healthier school environment.Health and Physical Education (HPE) provides students with opportunities to develop the skills, knowledge and dispositions that enable them to live healthy and active lives (Penney, Emmel & Hetherington, 2008). The Australian Curriculum: Revised Health and Physical Education (ACARA, 2013) focuses on the development of educative outcomes, health literacy and an appreciation of movement. As part of the learning process, students also need to develop decision-making skills and self-confidence in the health-related areas of their lives (Anspaugh & Ezell, 2009; ACARA, 2013). In the following lesson students develop knowledge about Personal, social & community health, with a focus on: Contributing to healthy and active communities.The lesson offers students opportunities to develop understandings about healthy eating practices, so that they can make healthy lifestyle choices. For example, students have an opportunity to create posters to promote positive healthy eating and physical activity messages around the school (4.6; ACARA, 2013).  They also learn about the benefits of eating vegetables (4.6; ACARA, 2013). The idea is to help them develop the motivation and ability to be able to access and use health information in critical and functional ways (Nutbeam, 1998).The Australian Curriculum (2013) also recognises the importance of integrating different learning areas into the HPE learning experience (Penney, 2013). The following lesson integrates Mathematics, English, Visual Arts and Science. For example students use numeracy skills when they tabulate data from a class survey and draw on their science learning when they develop understandings about sustainable patterns of living. The lesson also integrates Information and Communication Technology skills (ICT), both as an instructional and an investigative tool. For example, students investigate, evaluate and communicate information individually and in groups when they explore healthy eating posters online. The HPE lesson provides students with opportunities to develop the skills, knowledge and dispositions that enable them to make healthy lifestyle choices.

Australian Curriculum Links:

Year 3/4: Health and Physical Education:

  • Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
  • Identify and practise strategies to promote health, safety and wellbeing (ACPPS036)

Year 3 English:

  • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose ACELY1682;
  • Identify the audience and purpose of imaginative, informative and persuasive texts ACELY1678

Year 3 Visual Arts:

  • Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
  • Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
  • Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)

Year 3 Mathematics:

  • Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies (ACMSP069),
  • Interpret and compare data displays(ACMSP070)

Year 3 Science:

  • Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060)
  • Science knowledge helps people to understand the effect of their actions (ACSHE051)

Cross-curriculum Priorities:


  • Participate in group and class discussions using oral interaction skills, retell historical and personal events and create text to demonstrate historical understandings


  • Describe patterns in the world around them by ordering events sequentially and use the language of time (to describe events)

ICT capability

  • Use ICT to locate, analyse and demonstrate historical knowledge, understandings and skills

Critical and creative thinking

  • Compare and contrast the present and the past using different modes and formats

Personal and social capability

  • Learn about their personal backgrounds, develop a sense of identity and learn to value the cultural heritages, languages and beliefs of those around them. Work co-operatively and collaboratively, learn to negotiate ideas, take turns, self-express and respond to the ideas of others

Overall Aim of Lesson Plan:

  • Students will promote healthy food choices and physical activity at school; and
  • Students will learn that it is their responsibility to maintain good health and lifestyle choices.

Lesson Plan Sequence:

Summary of Learning Tasks – 40 Minute Lesson

  • Diagnostic Assessment: Short Quiz (Appendix A) [10 min]
  • Video about healthy eating for kids [5 min]
  • Small Group Work: Students complete a class survey about healthy eating habits (Appendix B) [10 min]
  • Whole Class Work: Students plan methods of recording data, using their survey results – Use IWB to create tables and charts [10 min]
  • Teacher explains assessment task: to create a poster about healthy eating. Students discuss headlines, and the use of images [10 min]
  • Students investigate healthy eating posters on the Web and create posters to put around the school using digital and non-digital modes [15 min]

Teaching and Learning Strategies:

  • Remembering – Short quiz (Appendix A)
  • Sorting Out – Think-Pair-Share – Students investigate healthy eating posters on the Web [evaluating, understanding & communicating]
  • Sharing Understandings – Share understandings about healthy eating and physical activity through generated posters
  • Create draft of promotional posters, using digital and non-digital modes [creating a poster of one’s own]

Extension Opportunities:

  • Choice Activity: Students do an interactive health survey and create a journal entry reflecting on the what they learnt; to be shared with the class OR students complete a generation survey at home with family members or friends (Appendix C)


  • Students work on their posters – Formative assessment – added to learning portfolios


  • Collect student posters to assess;
  • Check off user of Appendix A, B and C;
  • Collect anecdotal notes on student participation.





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